Teachers' Support for Learners' Metacognitive Awareness

Autor/inn/en	Kallio, Heli; Kallio, Manne; Virta, Kalle; Iiskala, Tuike; Hotulainen, Risto
Titel	Teachers' Support for Learners' Metacognitive Awareness
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 5, S.802-818 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kallio, Heli) ORCID (Kallio, Manne) ORCID (Virta, Kalle) ORCID (Iiskala, Tuike) ORCID (Hotulainen, Risto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1755358
Schlagwörter	Teaching Methods; Teacher Attitudes; Metacognition; Vocational Education; General Education; Teacher Student Relationship; Preservice Teacher Education; Inservice Teacher Education; Learning Processes; Lifelong Learning; Secondary School Teachers; Vocational Education Teachers; Foreign Countries; Measures (Individuals); Comparative Analysis; Item Analysis; Self Evaluation (Individuals); Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausbildung; Berufsbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Learning process; Lernprozess; Life-long learning; Lebenslanges Lernen; Ausbilder; Ausland; Messdaten; Itemanalyse; Finnland
Abstract	Teachers' support concerning learners' metacognitive awareness (MA) is crucial in learning. Previous research has focused mainly on students' MA. Therefore, this study describes how subject teachers and special teachers (N = 1,045) perceive how they support learners' MA in general education and in vocational education and training. The main findings were that special teachers support learners' MA systematically more than other teachers, and their perceived support for learners' MA varies between components of MA and between teacher groups. The findings confirm the need to develop MA support capabilities during pre-service and in-service teacher education, in order to help learners to acquire MA, which is a foundation for life-long-learning processes. The findings indicate how teachers currently address this challenge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01