Document Type

Article

Publication Date

2020

Publication Title

Journal of Technology Education

Volume

32

Issue

1

First Page

5

Last Page

20

DOI

http://doi.org/10.21061/jte.v32i1.a.1

Keywords

Metacognition, Metacognitive Awareness, Professional Development, STEM Education, Preservice Teachers, Preservice Teacher Education, Program Effectiveness, Teacher Certification, Masters Programs, Teacher Improvement

Abstract

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation of cognition based on all utilized factor structures of metacognitive awareness, but not all factor structures indicated a change in participants’ knowledge of cognition over the study period.

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