An Analysis of Teachers' Self-Reported Competencies for Teaching Metacognition

Autor/in	Ozturk, Nesrin
Titel	An Analysis of Teachers' Self-Reported Competencies for Teaching Metacognition
Quelle	In: Educational Studies, 43 (2017) 3, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ozturk, Nesrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1273761
Schlagwörter	Metacognition; Second Language Learning; Second Language Instruction; Reading Comprehension; Teacher Role; Measures (Individuals); Educational Policy; Teacher Competencies; Reading Instruction; Protocol Analysis; Faculty Development; Guidelines; Language Teachers; English (Second Language); Foreign Countries; Correlation; Teaching Methods; Student Evaluation; Educational Planning; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Lehrerrolle; Messdaten; Politics of education; Bildungspolitik; Lehrkunst; Leseunterricht; Richtlinien; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Bildungsplanung; Türkei
Abstract	For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher's instrumental role during classroom learning. More specifically, it investigated language instructors' metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individuals. It was also found that most participants were initially not knowledgeable about and/or competent in teaching metacognition. Following PD, highly metacognitive teachers developed authentic lesson plans manifesting metacognition instruction while metacognitive teachers adopted similar instructional designs presented during the PD. Besides, half of the participants appreciated teaching metacognitively following the PD. Finally, under the light of these findings, future research and policy adjustments were proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01