Encouraging metacognitive awareness in preservice literacy courses
Abstract
Metacognition means knowing about knowing or one's self knowledge as a learner, knowledge of given tasks, and the ability to monitor oneself during learning experiences. the authors hypothesized that the more preservice reading methodology students become metacognitively aware, the more importance and value they will give to building like metacognitive awareness in their students. It initially was found that the preservice students had limited knowledge of what metacognition involved, its relationship to reading and learning effectiveness, and what they did themselves metacognitively as readers. Course instruction was planned to enhance and develop more metacognitive awareness in the preservice students and to observe metacognitive behaviors as they worked with elementary students in the schools. The findings are that the more metacognitive preservice teachers became, the more they encouraged students with whom they interacted to be metacognitive in terms of self-appraisal, task understanding, and self-monitoring.
Reference
Matanzo, J. B., & Harris, D. L. (1999). Encouraging metacognitive awareness in preservice literacy courses. Yearbook of the College Reading Association, 21, 201-225.
Journal
Yearbook of the College Reading Association
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
61
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
Examining the growth in meta-cognitive awareness of preservice teachers in their program (two sites)
Is this research question explicit from the manuscript? No