A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Teachers' Support for Learners' Metacognitive Awareness
Tekijät: Heli Kallio, Manne Kallio, Kalle Virta, Tuike Iiskala, Risto Hotulainen
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2020
Journal: Scandinavian Journal of Educational Research
Tietokannassa oleva lehden nimi: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
Lehden akronyymi: SCAND J EDUC RES
Sivujen määrä: 17
ISSN: 0031-3831
DOI: https://doi.org/10.1080/00313831.2020.1755358
Tiivistelmä
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.
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.
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