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

Bars, Mehmet; Oral, Behçet

doi:10.14527/pegegog.2016.025

Cited by 1 publication

(2 citation statements)

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“…The result was also matched with Premachandran and Jaleel (2016)found no significant difference between students concerning gender. The findings that the metacognitive awareness of female teachers' candidates was found superior to males is supported by Bars and Oral (2016). The findings of the present study are matched with the study of Bogdanovic et al (2017), studied the correlation between students' metacognitive awareness and learning efficiency and found a significant moderate correlation between metacognitive skills and students' achievement.…”

Section: Discussion Of Resultssupporting

confidence: 89%

“…They found a significant difference between male and female teacher educators in favor of male teacher educators. Bars and Oral (2016) investigated prospective teachers' metacognitive awareness in terms of some variables such as social, numeric group, and fine arts. They revealed that the metacognitive awareness of the numeric group was found higher than the other groups, whereas, the metacognitive awareness of female teacher candidates was found superior to males.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers

Sahoo

Behera

Sahu

2021

ash

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Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.

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Section: Discussion Of Resultssupporting

confidence: 89%

Section: Review Of Related Literaturementioning

confidence: 99%