Literaturnachweis - Detailanzeige
Autor/inn/en | Thienngam, Sunthorn; Promlek, Aree; Thongsaard, Koranit |
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Titel | Influence of Teachers' Metacognitive Skills on Development of Early-Childhood Students |
Quelle | In: Australian Journal of Teacher Education, 45 (2020) 1, S.19-30, Artikel 2 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1835-517X |
Schlagwörter | Metacognition; Early Childhood Teachers; Child Development; Foreign Countries; Problem Solving; Thinking Skills; Self Efficacy; Psychological Characteristics; Context Effect; Teacher Attitudes; Teacher Characteristics; Inservice Teacher Education; Skill Development; Thailand Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Kindesentwicklung; Ausland; Problemlösen; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrerfortbildung; Kompetenzentwicklung; Qualifikationsentwicklung |
Abstract | The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students' assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows: The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference in metacognitive skills in each dimension at the 0.01 level. Metacognitive skill score after participation in were higher than before in each dimension at the 0.01 level. Posttest score of early childhood students' metacognitive skills were statistically significant higher than pretest score in each dimension at the 0.01 level. (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 | 2024/1/01 |