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Measuring Metacognitive Awareness: Applying Multiple, Triangulated, and Mixed-Methods Approaches for an Encompassing Measure of Metacognitive Awareness

Author:

Andrew J. Hughes

California State University San Bernardino
About Andrew
Assistant Professor in the Career and Technical Education Program at California State University San Bernardino
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Abstract

The article provides an overview of the quantitative analysis of teachers’ metacognitive awareness. The purpose of the overview is to express the need for encompassing measures of metacognition for improving metacognitive awareness in the field of technology and engineering education. The data presented come from using the Metacognitive Awareness Inventory to measure technology and engineering teachers’ metacognitive awareness at the end of 2 specific professional development (PD) programs. The study had a sample size of 21. Participants were combined into 3 groups based on their participation in the PD programs. Group 1 consisted of teachers that actively participated in the Transforming Teaching through Implementing Inquiry (T2I2) PD program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 PD program. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards PD program.
How to Cite: Hughes, A. J. (2019). Measuring Metacognitive Awareness: Applying Multiple, Triangulated, and Mixed-Methods Approaches for an Encompassing Measure of Metacognitive Awareness. Journal of Technology Education, 30(2), 3–20. DOI: http://doi.org/10.21061/jte.v30i2.a.1
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Published on 22 Mar 2019.
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