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Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Author:

Andrew J. Hughes

California State University San Bernardino
About Andrew
Assistant Professor of Career and Technical Education at California State University San Bernardino.
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Abstract

The study was designed to investigate technology and engineering teachers’ metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. The interviews were analyzed by two independent coders using a coding rubric. The coded interviews established the phenomenological metacognitive awareness of each group.

How to Cite: Hughes, A. J. (2017). Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness. Journal of Technology Education, 29(1), 25–44. DOI: http://doi.org/10.21061/jte.v29i1.a.2
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Published on 22 Sep 2017.
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