Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge

Autor/inn/en	Kramarski, Bracha; Michalsky, Tova
Titel	Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge
Quelle	In: Educational Research and Evaluation, 15 (2009) 5, S.465-485 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Pedagogical Content Knowledge; Teaching Methods; Educational Technology; Preservice Teachers; Metacognition; Web Based Instruction; Self Control; Planning; Evaluation; Pretests Posttests; Questionnaires; Student Teacher Attitudes; Comprehension; Foreign Countries; Goal Orientation; Secondary School Teachers; Israel; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Web Based Training; Selbstbeherrschung; Ablaufplanung; Planungsprozess; Evaluierung; Fragebogen; Verstehen; Verständnis; Ausland; Zielorientierung; Zielvorstellung
Abstract	Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated Learning (SRL) of pre-service teachers (n = 144) through 1 of the 3 learning phases (Zimmerman, 2000): "planning," "action and performance," and "evaluation." Four measures (pre/post) were administered in the study: SRL self-report questionnaires in the contexts of pedagogical learning and teaching and TPCK in the comprehension and design lessons. Mixed quantitative and qualitative analyses showed that fostering students' SRL through the "evaluation" phase was the most effective for the pre-service teachers' perceived SRL in both the learning and teaching contexts and for their TPCK (comprehension and design lessons). Furthermore, students from the planning approach outperformed the students from the action approach in most of the SRL and TPCK measures. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10