Comparison of the Level of Using Metacognitive Strategies during Study between High Achieving and Low Achieving Prospective Teachers

Autor/inn/en	Doganay, Ahmet; Demir, Ozden
Titel	Comparison of the Level of Using Metacognitive Strategies during Study between High Achieving and Low Achieving Prospective Teachers
Quelle	In: Educational Sciences: Theory and Practice, 11 (2011) 4, S.2036-2043 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Learning Strategies; Semi Structured Interviews; Metacognition; Content Analysis; Comparative Analysis; High Achievement; Low Achievement; Measures (Individuals); Multivariate Analysis; Qualitative Research; Student Attitudes; Foreign Countries; Teacher Education; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inhaltsanalyse; Unterdurchschnittliche Leistung; Messdaten; Multivariate Analyse; Qualitative Forschung; Schülerverhalten; Ausland; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Türkei
Abstract	The main purpose of this study is to compare the level of using metacognitive strategies during study between high achieving and low achieving prospective classroom teachers. This study was designed as a mixed method study. Metacognitive Learning Strategies Scale developed by Namlu (2004) was used to measure the use of metacognitive strategies during study. In addition, a semi-structured interview was conducted with selected prospective classroom teachers to find out how they used metacognitive strategies in their learning. All the prospective classroom teachers studying at Caucasus University and Cukurova University, Faculty of Education were the target population of the study. The sample consisted of 690 prospective classroom teachers randomly selected from the population. A sample consisting of 30 prospective teachers was selected from the sample to interview. In analyzing quantitative data, MANOVA and two-factor ANOVA statistical techniques were used. Content analysis technique was conducted in analyzing the qualitative data. Findings of the study indicated that there was a significant difference between high achieving and low achieving prospective classroom teachers in using metacognitive strategies in their learning favoring high achieving prospective classroom teach. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10