Examining Preservice Teachers' Reflective Thinking Skills in the Context of Web-Based Portfolios: The Role of Metacognitive Awareness

Autor/inn/en	Adadan, Emine; Oner, Diler
Titel	Examining Preservice Teachers' Reflective Thinking Skills in the Context of Web-Based Portfolios: The Role of Metacognitive Awareness
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 11, S.26-50, Artikel 2 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Metacognition; Thinking Skills; Practicums; Teacher Education Programs; Task Analysis; Measures (Individuals); Correlation; Scores; Web Based Instruction; Portfolios (Background Materials); Student Attitudes; Role; Reflection; Science Education; Chemistry; Computer Science Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Practicum; Praktikum; Praktika; Aufgabenanalyse; Messdaten; Korrelation; Web Based Training; Schülerverhalten; Rollen; Naturwissenschaftliche Bildung; Chemie; Computer science lessons; Informatikunterricht
Abstract	This mixed method study aimed to examine if, and then potentially how, the level of preservice teachers' metacognitive awareness (MA) influences their reflective thinking on their teaching practicum experiences in the context of web-based portfolio construction. Data sources included two sets of reflection task responses and a Likert-type metacognitive awareness inventory. Data from these sources were coded and analyzed using quantitative and qualitative methods. The total number of high-level reflective thinking indicators produced by the preservice teachers with high MA was notably higher than those generated by the preservice teachers with low MA. A Wilcoxon-Mann-Whitney test revealed a statistically significant difference between the scores of high-level reflective thinking indicators exhibited by the preservice teachers with high MA and low MA. In addition, a statistically significant moderate relationship was found between the participants' total MA scores and their high-level reflective thinking scores. Findings suggested that when the participants were good at managing the three metacognitive processing skills, namely monitoring, evaluation, and planning, they more frequently exhibited the high-level reflective thinking indicators. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01