Profiling pre-service teachers' awareness and regulation of their own thinking: Evidence from an Asian country

Show simple item record Lee, CB en Teo, Timothy en Chai, CS en 2012-01-11T23:43:17Z en 2010 en
dc.identifier.citation Teacher Development 14(3):295-306 2010 en
dc.identifier.issn 1366-4530 en
dc.identifier.uri en
dc.description.abstract This study aims to examine pre‐service teachers’ knowledge and regulation of cognition. The authors administered Schraw and Dennison’s Metacognitive Awareness Inventory to 254 pre‐service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of regulation of knowledge. The authors also found no significant mean differences by gender. On the other hand, the results indicate that the mean scores for all subscales were significantly different by teaching experience, except for monitoring (which is a subscale of regulation of knowledge) and procedural knowledge (which is a subscale of knowledge of cognition). The implications of these results are discussed and the authors propose that teacher educators should distinguish pre‐service teachers who have substantial teaching experience prior to their enrollment to teacher training college and those without any prior experience. The experienced pre‐service teachers could help promote their counterparts’ metacognition by sharing their teaching experiences. en
dc.publisher Taylor & Francis en
dc.relation.ispartofseries Teacher Development en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Profiling pre-service teachers' awareness and regulation of their own thinking: Evidence from an Asian country en
dc.type Journal Article en
dc.identifier.doi 10.1080/13664530.2010.504010 en
pubs.issue 3 en
pubs.begin-page 295 en
pubs.volume 14 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.end-page 306 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 268589 en
dc.identifier.eissn 1747-5120 en
pubs.record-created-at-source-date 2012-01-12 en

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