Knowing What to Regulate and Regulating What You Know: The Effect of Metacognitive Awareness Among Initial Teacher Educators

• In Event: Poster Session 2
  In Poster Session: Motivation and Cognition in Varied Contexts

Abstract

The present study examined the effect of meta-cognitive training that was integrated into
an Initial Teacher Education course entitled “How Young People Learn”. Meta-cognitive knowledge and management, and the Big 5 personality traits, were each assessed on two occasions over a twelve-week period. Pre-to-post-assessment revealed that metacognitive knowledge and meta-cognitive management both evidenced positive change. Additionally, the effect of the lectures and tutorials on meta-cognitive knowledge was
fully mediated by meta-cognitive management. Of the Big 5 traits, only agreeableness moderated the indirect effect: it was non-significant for students who rated below the mean, however was significant for those who rated at and above the mean. We discuss the implications for ITE.

Authors

• Roland Tormey, École polytechnique fédérale de Lausanne

• Tamzin Batteson, Department of Education and Professional Studies

• Timothy D. Ritchie, University of Limerick