PEN Academic Publishing   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2018, Vol. 9(2) 26-35

The Relation between Teachers` Self-Reported Metacognitive Awareness and Teaching with Metacognition

Nesrin Ozturk

pp. 26 - 35   |  Manu. Number: MANU-1803-11-0001

Published online: June 29, 2018  |   Number of Views: 309  |  Number of Download: 329


Abstract

Teachers’ competency with or delivery of metacognition instruction may show variations. Although limited research offered pessimistic findings of classroom metacognition instruction, the factors have not been examined adequately. Therefore, this study examined a) the relation between teachers’ metacognitive awareness and teaching with metacognition and b) whether a professional development module of teaching metacognition might impact teaching with metacognition. Findings confirmed that metacognitive awareness and teaching with metacognition were correlated. However, a day-long module might not be sufficient to change practices of teaching with metacognition. It is, therefore, suggested teachers study metacognition explicitly and for prolonged periods. 

Keywords: metacognitive awareness, teaching with metacognition, teaching for metacognition, teaching metacognitively, survey research


How to Cite this Article?

APA 6th edition
Ozturk, N. (2018). The Relation between Teachers` Self-Reported Metacognitive Awareness and Teaching with Metacognition. International Journal of Research in Teacher Education, 9(2), 26-35.

Harvard
Ozturk, N. (2018). The Relation between Teachers` Self-Reported Metacognitive Awareness and Teaching with Metacognition. International Journal of Research in Teacher Education, 9(2), pp. 26-35.

Chicago 16th edition
Ozturk, Nesrin (2018). "The Relation between Teachers` Self-Reported Metacognitive Awareness and Teaching with Metacognition". International Journal of Research in Teacher Education 9 (2):26-35.

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