Information Literacy and Metacognitive Abilities of Teachers: Case of a South African Rural School

Autor/inn/en	Siyaya, Mlindeni Celinhlalo; Omotosho, Ademola Olumuyiwa; Uleanya, Chinaza; Gamede, Bongani Thulani
Titel	Information Literacy and Metacognitive Abilities of Teachers: Case of a South African Rural School
Quelle	In: International Journal of Education and Literacy Studies, 10 (2022) 1, S.173-178 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Information Literacy; Metacognition; Rural Schools; Teacher Characteristics; Educational Technology; Technology Uses in Education; Technological Literacy; Self Esteem; Goal Orientation; Help Seeking; Reflection; Teaching Skills; Secondary School Teachers; Barriers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Self-esteem; Selbstaufmerksamkeit; Zielorientierung; Zielvorstellung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants' views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01