Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory

Jiang, Yingjie; Ma, Lin; Gao, Liang

doi:10.1016/j.tate.2016.07.014

Cited by 83 publications

(73 citation statements)

References 61 publications

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“…It would be much more accurate to frame language teacher metacognition as the situative adaptation of teacher thought and behavior to the demands of their L2 teaching environment. This adaptivity of thought and action is perhaps what is implied by the more generic definitions of teachers thinking about their own thinking regarding their teaching (Hartman 2001b;Jiang, Ma, and Gao 2016), and our findings emphasize that this capacity to monitor, interpret, evaluate, and intervene on L2 classroom events occurred prior to, during, and subsequent to episodes of teaching these teachers engage in. Interestingly, many teachers appeared to be occupied with general classroom instructional issues and less so with the specificities of being a language teacher (e.g.…”

Section: Discussionsupporting

confidence: 56%

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Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Discussionsupporting

confidence: 56%

“…Hartman 2001a;Jiang, Ma and Gao 2016;Sherin, Jacobs, and Philipp 2011;Zohar and Barzilai 2013). The consensus in this modest body of work, however, is that individuals' awareness of their thoughts and actions as teachers-i.e.…”

Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…CTLQ has been developed to serve the developing of the school and teaching especially in the Asian countries and is therefore weakly suitable for to be used in examining the Western countries' teaching culture. Also, a six-factor structure scale, Teacher Metacognition Inventory (TMI) developed by Jiang, Ma and Gao (2016), was validated during a teacher training program in China.…”

Section: Issues Of Assessmentmentioning

confidence: 99%

The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

Kallio¹,

Virta²,

Kallio³

et al. 2017

JEL

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The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long learning. The participants in this study were teachers (N = 208) from different sectors of vocational education. The data has been analysed using structural equation modelling. The Confirmatory Factor Analysis indicated good/acceptable model fit and convergence of each factor. Moreover, alpha scores of the inventory signify that the inventory is internally consistent. These findings reveal the utility of the MAIT-18 in measuring the Metacognitive Awareness of in-service teachers. Now, that the utility of the inventory has been examined among in-service teachers, comparative studies between in-service teachers and teacher trainees as well as longitudinal studies are prospective.

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“…Theoretically balanced, they considered the full spectrum of approaches-from Piaget's developmental stages, to information-processing (including connectionism), dynamic systems, contextual, theory-change, neo-Piagetian, evolutionary, neuroscience, and constraint approaches. Later, researchers began to look at how experts display meta-cognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Abdellah, 2015;Jiang, Lin, Liang, 2016;Saenz, Geraci, Miller, Tirso, 2017).…”

Section: Introductionmentioning

confidence: 99%