Investigation of prospective teachers' metacognitive awareness in terms of some variables

The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.

Download Full-text

How Is Smartphone Addiction Related to Interaction Anxiety of Prospective Teachers?

Education Sciences ◽

10.3390/educsci8040186 ◽

2018 ◽

Vol 8 (4) ◽

pp. 186 ◽

Cited By ~ 3

Author(s):

Necdet Konan ◽

Emine Durmuş ◽

Duygu Türkoğlu ◽

Aslı Ağıroğlu Bakır

Keyword(s):

Prospective Teachers ◽

Quantitative Research ◽

Smartphone Addiction ◽

Short Version ◽

Smartphone Use ◽

Faculty Of Education ◽

Education In Turkey ◽

Interaction Anxiety ◽

The Relationship ◽

Senior Students

The main purpose of this research is to determine the relationship between prospective teachers’ smartphone addiction and interaction anxiety. For this purpose, quantitative research was carried out within the relational screening model. The population of the research was composed of senior students and pedagogical formation students from Inonu University Faculty of Education in Turkey. The sample consisted of a total of 330 prospective teachers, including 117 Faculty of Education and 213 pedagogical formation students. Data of the study were obtained via The Smartphone Addiction Scale-Short Version (SAS-SV) and The Interaction Anxiousness Scale (IAS). As a result of the research, it was seen that the scores of prospective teachers’ on smartphone use was at the lower level and the scores of interaction anxiety were close to the lower level of anxiety. There was also a statistically significant positive correlation between prospective teachers’ smartphone addiction and interaction anxiety.

Download Full-text

Intervening Role of Metacognition to Improve Task performance in Prospective Teachers: An Experimental Study

Journal of Arts & Social Sciences ◽

10.46662/jass-vol7-iss2-2020(52-59) ◽

2020 ◽

Vol 7 (2) ◽

pp. 52-59

Author(s):

Ghazal Khalid Siddiqui ◽

Huma Lodhi ◽

Tahira Kalsoom

Keyword(s):

Experimental Study ◽

Teacher Training ◽

Task Performance ◽

Prospective Teachers ◽

Public University ◽

Metacognitive Awareness ◽

Knowledge And Skills ◽

The Third ◽

Metacognitive Awareness Inventory

The teachers are trained with the aim to provide the necessary knowledge and skills that could help them in dealing with difficulties that they face during teaching, from the planning of a lesson to its implementation. All those skills could be developed among prospective teachers during the phase of their learning. The current study was supposeded to assess the implementation of such skills in classrooms and then measure its effect on the students’ performance. For this purpose, a quasi-experiment was carried out. Consequently, two intact groups enrolled in the third semester of B.Ed. honors at a public university were considered as a sample of the study. Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) was adapted to test Metacognition. Parallel to this, the researcher developed rubrics and observation sheets to assess students’ performance of tasks. Results of the current research reflected that metacognition development has a significant effect on the task performance of students who received the intervention. In light of these results, it is suggested that teacher training institutes should consider the development of Metacognition among their students. Teachers should incorporate different techniques that help them in inculcate metacognition development among their students.

Download Full-text

Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v33i1.1169 ◽

2014 ◽

Vol 33 (1) ◽

Cited By ~ 1

Author(s):

Marthie S. Van der Walt

Keyword(s):

Prospective Teachers ◽

Rating Scale ◽

Mathematics Learning ◽

Correlation Coefficients ◽

Metacognitive Awareness ◽

Learning Performance ◽

Self Directed Learning ◽

Knowledge And Skills ◽

Directed Learning ◽

Metacognitive Awareness Inventory

There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the correlations between factors and subscales of metacognitive awareness, levels of self-directedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.

Download Full-text

The Relationship Between the Entrepreneurship Characteristics and Metacognitive Awareness Levels of Pre-service Teachers

Journal of Education and Training Studies ◽

10.11114/jets.v6i5.3080 ◽

2018 ◽

Vol 6 (5) ◽

pp. 152 ◽

Cited By ~ 1

Author(s):

Burcu Duman

Keyword(s):

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Public University ◽

Metacognitive Awareness ◽

Spring Semester ◽

Package Program ◽

Medium Level ◽

Faculty Of Education ◽

The Relationship ◽

Academic Year

The purpose of this study is to determine the relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Qualitative research method is used in this study and the study is designed as a relational survey. The sample of the study was 441 pre-service teachers studying at the faculty of education of a public university in Turkey during the spring semester in 2015-2016 academic year. Random sampling was used to determine the sample group. The instruments used to collect the data in the study were “Metacognitive Awareness Scale for Pre-service Teachers (MASP)” developed by Duman (2013) and “Entrepreneurship Scale for University Students (ESUS)” developed by Yılmaz and Sünbül (2009). SPSS-22 package program was used to analyze the collected data. In determining the relationships between the scores from MASP and ESUS scales, pearson product-moment correlation analysis was conducted. In determining MASP’s prediction of the scores from the ESUS scale multiple linear regression analysis was used. The results indicated a positive relationship at medium level between entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers (r=.565 p<0.01). In addition, there are significant positive relationships between entrepreneurship characteristics and all sub-scales of MASP. It was found that the metacognitive awareness levels of pre-service teachers predicted their entrepreneurship characteristics at a rate of 43%. It is possible to say that activities towards improving metacognitive awareness could have positive impacts on entrepreneurship.

Download Full-text

Investigation of the Prospective Teachers’ Research and Reporting Capabilities of the Written Resources According to Their Branches

Journal of Education and Training Studies ◽

10.11114/jets.v7i4.4090 ◽

2019 ◽

Vol 7 (4) ◽

pp. 215

Author(s):

Kamil Akbayır

Keyword(s):

Prospective Teachers ◽

Prospective Teacher ◽

School Teacher ◽

Primary School Teacher ◽

Education Department ◽

Spring Semester ◽

Fourth Grade Students ◽

Teacher Education Department ◽

Primary School Teacher Education ◽

Faculty Of Education

The purpose of this study is to examine whether the prospective teachers' researching and reporting capabilities of the written resources varies from branch to branch. The present study is a descriptive study since an existing situation has been exhibited. A total of 97 fourth grade students consisiting of 21 prospective science teacher, 25 mathematic prospective teacher, 24 Turkish prospective teacher and 27 social studies prospective teacher from the Yüzüncü Yıl University Faculty of Education Primary School Teacher Education Department have been taken into the sample group during the 2017-2018 spring semester. For the data of this study, a 25-question questionnaire has been developed. The frequencies and the percentages of the data obtained from the questionnaire have been recorded. According to the findings obtained from the study, 75% of Turkish prospective teachers who participated in our survey had time to study extracurricularly, while 20.8% became those who spent the most time to study after class by stating that they had sometimes found time, 52% of mathematic prospective teachers found time to study extracurricularly, 32% of them sometimes found time to be found among the prospective teachers who participated in our study with the phrase that the least extracurricular teachers have been found. On the other hand, 64% of mathematic prospective teachers found time to read textbooks, 32% of them were time to read textbooks with their expressions as sometimes they found time. 41.7% of Turkish prospective teachers had time to read textbooks, 37.5% of them sometimes found time, and it was seen that among prospective teachers, it was the branch that found the least time to read textbooks.

Download Full-text