Metacognitive Awareness of Teachers of English as a Foreign Language

Naile Canlı; Turan Paker

Makale detayları

Metacognitive Awareness of Teachers of English as a Foreign Language

Yazarlar:

Naile Canlı | Turan Paker

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitimde Hazırbulunuşluluk

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.258-293

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336275

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 The purpose of this study was to investigate in-service English language teachers ELTs metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers MCAI was administered to 54 ESLTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and sub-dimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of CLTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. This study highlights the need for a holistic approach to teacher education and support that aims to develop teachers metacognitive skills and equip them with the necessary tools to enhance student-centered teaching, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice.

 The purpose of this study was to investigate in-service English language teachers ELTs metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers MCAI was administered to 54 ESLTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and sub-dimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of CLTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. This study highlights the need for a holistic approach to teacher education and support that aims to develop teachers metacognitive skills and equip them with the necessary tools to enhance student-centered teaching, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice.

 The purpose of this study was to investigate in-service English language teachers ELTs metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers MCAI was administered to 54 ESLTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and sub-dimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of CLTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. This study highlights the need for a holistic approach to teacher education and support that aims to develop teachers metacognitive skills and equip them with the necessary tools to enhance student-centered teaching, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice.

 Bu çalışmanın amacı, hizmet içi İngilizce öğretmenlerinin üst bilişsel farkındalık düzeylerini ve üst bilişsel stratejileri öğretim uygulamalarına nasıl entegre ettiklerini araştırmak ve kararlarını etkileyen faktörleri belirlemektir. Sıralı açıklayıcı bir araştırma deseni kullanılarak, Öğretmenler için Üst Bilişsel Farkındalık Envanteri ÖÜFE Türkiyede 54 İngilizce Öğretmenine uygulanmıştır. Nicel veriler Kruskal-Wallis H testi ve Mann Whitney U testi kullanılarak analiz edilirken, nitel veriler içerik analizi yoluyla incelenmiştir. Sonuçlar, üst bilişsel farkındalık düzeyleri ve alt boyutlarında önemli demografik farklılıklar olduğunu göstermiştir. Nitel bulgular, İngilizce Öğretmenlerinin üst bilişsel farkındalıklarının hem olumlu hem de olumsuz yönlerini ve öğretim yaklaşımları üzerindeki etkisini ortaya koymuştur. Bu çalışma, üst bilişsel farkındalık, öğretim teknikleri ve bağlamsal faktörler arasındaki karmaşık ilişkiyi vurgulayarak, duygusal ve pratik zorlukların üstesinden gelmek için bütünsel öğretmen eğitimi ve desteğine olan ihtiyacı vurgulamaktadır. Bu çalışma, öğretmenlerin üst bilişsel becerilerini geliştirmeyi ve onları öğrenci merkezli öğretimi geliştirmek için gerekli araçlarla donatmayı amaçlayan öğretmen eğitimi ve desteğinde bütüncül bir yaklaşıma duyulan ihtiyacı vurgularken, aynı zamanda hizmet öncesi öğretmen eğitimi ve uygulaması için çıkarımlar üzerine kapsamlı bir tartışma sunmaktadır.

Makale detayları

Metacognitive Awareness of Teachers of English as a Foreign Language

Yazarlar:

Naile Canlı | Turan Paker

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitimde Hazırbulunuşluluk

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.258-293

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336275

pISSN:

1301-0085

Metacognitive Awareness

Metacognitive Competence

EFL TeachersÜstbilişsel Farkındalık

Üstbilişsel Yeterlik

İngilizce Öğretmenleri

Sayı

Makale detayları

Metacognitive Awareness of Teachers of English as a Foreign Language

Yazarlar: Naile Canlı | Turan Paker

Yayıncı: Pamukkale University

Ana Başlıklar: Eğitimde Hazırbulunuşluluk

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.258-293

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001336275

pISSN: 1301-0085

Metacognitive Awareness

Metacognitive Competence

EFL TeachersÜstbilişsel Farkındalık

Üstbilişsel Yeterlik

İngilizce Öğretmenleri

Sayı

Yazarlar:

Naile Canlı | Turan Paker

Yayıncı:

Pamukkale University

Ana Başlıklar:

Eğitimde Hazırbulunuşluluk

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.258-293

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336275

pISSN:

1301-0085