A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Teachers' Support for Learners' Metacognitive Awareness




Julkaisun 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: http://dx.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.


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