A Mixed-Methods Study of Preservice Teachers' Metacognitive Accuracy

• In Event: Self-Regulated Learning Behaviors and Learning

Abstract

The purpose of the current research study was to investigate 1) how preservice teachers provided evidence to support their self-reported metacognitive awareness scores and 2) how providing evidence influenced their metacognitive accuracy of intensifying instruction. Seventeen preservice teachers completed two self-report metacognitive awareness inventories. One inventory required the preservice teachers to self-report their knowledge and regulation about intensifying instruction, while the other inventory required the preservice teachers to provide evidence about their knowledge and regulation of intensifying instruction and then self-report. Quantitative and qualitative data were analyzed and merged. The results revealed that the preservice teachers struggled to provide evidence to support their metacognitive awareness and the metacognitive awareness tool helped to improve preservice teachers’ metacognitive accuracy.

Authors

• Deana Ford, Mercer University
  Presenting Author

• Sara E. Luke, Mercer University
  Presenting Author

• Erica L Peddi, North Springs High School
  Presenting Author