A1 Journal article – refereed

Teachers' Support for Learners' Metacognitive Awareness




List of Authors: Heli Kallio, Manne Kallio, Kalle Virta, Tuike Iiskala, Risto Hotulainen

Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Publication year: 2020

Journal: Scandinavian Journal of Educational Research

Journal name in source: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH

Journal acronym: SCAND J EDUC RES

Number of pages: 17

ISSN: 0031-3831

DOI: http://dx.doi.org/10.1080/00313831.2020.1755358


Abstract
Teachers' support concerning learners' metacognitive awareness (MA) is crucial in learning. Previous research has focused mainly on students' MA. Therefore, this study describes how subject teachers and special teachers (N = 1,045) perceive how they support learners' MA in general education and in vocational education and training. The main findings were that special teachers support learners' MA systematically more than other teachers, and their perceived support for learners' MA varies between components of MA and between teacher groups. The findings confirm the need to develop MA support capabilities during pre-service and in-service teacher education, in order to help learners to acquire MA, which is a foundation for life-long-learning processes. The findings indicate how teachers currently address this challenge.


Last updated on 2021-24-06 at 10:06