Metacognitive Awareness Inventory for Teachers (MAIT)

Autor/in	Balcikanli, Cem
Titel	Metacognitive Awareness Inventory for Teachers (MAIT)
Quelle	In: Electronic Journal of Research in Educational Psychology, 9 (2011) 3, S.1309-1332 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Feedback (Response); Student Teachers; Educational Research; Metacognition; Peer Acceptance; Measures (Individuals); Validity; Reliability; Scores + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungsforschung; Pädagogische Forschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Gültigkeit; Reliabilität
Abstract	Introduction: In research literature there have been a great number of attempts to conceptualize the construct of metacognition over the last three decades. The concept itself has increased its popularity in almost all disciplines ranging from communication to nursing. This popularity has been materialized with a lot of metacognitive inventories developed in time. However, there is no inventory specifically designed solely for teachers, of which we know in the literature. At this point, this study aims at modifying Metacognitive Awareness Inventory for Teachers by making use of the inventory developed for metacognitive awareness of adults. Method: Consisting of three phases carried out, this study was conducted so as to make the inventory reliable and valid to be used in educational research paradigm. Each phase consisted of steps, namely items construction, external feedback, SPSS analyses, and inventory piloting with a number of student teachers. Results: The results of this three-phase study support the validity and reliability of scores on the inventory modified by the researcher who based it on the Metacognitive Awareness Inventory (MAI). Discussion and Conclusion: The modified version of MAI, entitled MAIT, seemed to make a valid and reliable inventory to measure teachers' metacognitive awareness. Thus, this inventory would be utilized as a tool to measure teachers' metacognitive awareness in educational research area. (Contains 2 tables.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10