THE FUNCTION OF METACOGNITION IN INSTRUCTIONAL SKILLS: A COMPARATIVE CASE STUDY
Article Sidebar
Main Article Content
Abstract
This study aimed to investigate the instructional metacognition of pre-service elementary teachers with high and low level of proficiency on teaching skills. The comparative case study was carried out on six pre-service elementary school teachers, three of whom had high level of proficiency (HLP) and the other three with low level of proficiency (LLP) on teaching skills. The research data were collected through unstructured observation and semi-structured interviews. The data were analyzed through content analysis. As a result of the study, the instructional metacognition (IM) strategies and behaviors adopted by the HLPs and the LLPs during the teaching process were modelled, comparatively evaluated, and similarities or dissimilarities were revealed. The present study is significant in terms of uncovering the function of instructional cognitive awareness in the process of professional development in teacher training, discovering what and how the IM has affected the quality of high and low instructional performances and determining the problems encountered in this process.
Keywords: teacher training, professional development, metacognition, instructional metacognition, effective teaching
Article Details
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.