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

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.

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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.

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THE THIRD ROLE OF A CZECH PUBLIC UNIVERSITY: CASE STUDY FROM CZECH REPUBLIC

Proceedings of the 52nd International Academic Conference, Barcelona ◽

10.20472/iac.2019.052.028 ◽

2019 ◽

Author(s):

Alica Kahúnová

Keyword(s):

Czech Republic ◽

Public University ◽

The Third

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Advocacy and Teacher Mentoring

Advocacy in Academia and the Role of Teacher Preparation Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2906-4.ch004 ◽

2018 ◽

pp. 65-87

Author(s):

Georgios A. Kougioumtzis ◽

Dimitra Louka

Keyword(s):

Human Rights ◽

Social Justice ◽

Teacher Training ◽

Prospective Teachers ◽

Mentoring Programs ◽

Teacher Mentoring ◽

University Departments ◽

Human Rights Advocacy ◽

The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

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Teacher training through social networking platforms: A case study on Facebook

Australasian Journal of Educational Technology ◽

10.14742/ajet.615 ◽

2014 ◽

Vol 30 (6) ◽

Cited By ~ 1

Author(s):

Yasemin Demiraslan Çevik ◽

Serkan Çelik ◽

Tülin Haşlaman

Keyword(s):

Teacher Training ◽

Social Networking ◽

Prospective Teachers ◽

Online Teaching ◽

Work Processes ◽

Educational Environments ◽

Positive Experiences ◽

Outstanding Result

<p>Numerous studies have attempted to explain the role of social networking platforms within educational environments, though none of them has reported on their potential for enhancing professional development in education. The purpose of this qualitative research was to explore the reflections of prospective teachers who were assigned to design and conduct instruction on Facebook. Seven groups of prospective teachers (<em>n</em>=25) attending a teacher training program in Turkey participated in the study. Reflections of these prospective teachers on online teaching through Facebook were elicited by means of reflective papers. As an outstanding result of the online teaching project in the current study, the prospective teachers gained positive experiences in utilising Facebook for designing and implementing online teaching activities that are in accordance with the constructivist learning paradigm. However, sustaining learner involvement, enhancing interaction, and problems resulting from group work processes were observed as destructive issues throughout the online teaching project.</p>

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Advocacy and Teacher Mentoring

Research Anthology on Instilling Social Justice in the Classroom ◽

10.4018/978-1-7998-7706-6.ch010 ◽

2021 ◽

pp. 138-160

Author(s):

Georgios A. Kougioumtzis ◽

Dimitra Louka

Keyword(s):

Human Rights ◽

Social Justice ◽

Teacher Training ◽

Prospective Teachers ◽

Mentoring Programs ◽

Teacher Mentoring ◽

University Departments ◽

Human Rights Advocacy ◽

The Subject

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

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2016.025 ◽

2016 ◽

Vol 6 (4) ◽

pp. 513-548

Author(s):

Mehmet Bars ◽

Behçet Oral

Keyword(s):

Prospective Teachers ◽

Teacher Certification ◽

Metacognitive Awareness ◽

Certification Program ◽

Field Of Study ◽

Spring Semester ◽

Faculty Of Education ◽

Metacognitive Awareness Inventory ◽

Senior Students

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.

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Response Interference as a Mechanism Underlying Implicit Measures

European Journal of Psychological Assessment ◽

10.1027/1015-5759.24.4.218 ◽

2008 ◽

Vol 24 (4) ◽

pp. 218-225 ◽

Cited By ~ 28

Author(s):

Bertram Gawronski ◽

Roland Deutsch ◽

Etienne P. LeBel ◽

Kurt R. Peters

Keyword(s):

Task Performance ◽

Psychological Research ◽

Implicit Measures ◽

Mediation Model ◽

Response Interference ◽

Relevant Evidence ◽

Moderated Mediation Model ◽

Stimulus Features ◽

Underlying Mechanisms

Over the last decade, implicit measures of mental associations (e.g., Implicit Association Test, sequential priming) have become increasingly popular in many areas of psychological research. Even though successful applications provide preliminary support for the validity of these measures, their underlying mechanisms are still controversial. The present article addresses the role of a particular mechanism that is hypothesized to mediate the influence of activated associations on task performance in many implicit measures: response interference (RI). Based on a review of relevant evidence, we argue that RI effects in implicit measures depend on participants attention to association-relevant stimulus features, which in turn can influence the reliability and the construct validity of these measures. Drawing on a moderated-mediation model (MMM) of task performance in RI paradigms, we provide several suggestions on how to address these problems in research using implicit measures.

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