Journal of Technology Education
Metacognition, Professional Development, Metacognitive Awareness, Technology and Engineering education, Teaching Methods, Engineering Education, Faculty Development, Phenomenology, Semi Structured Interviews, Educational Change, Inquiry, Standards, Coding, Technology Education, Measures (Individuals), Secondary School Teachers, Teacher Attitudes
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.
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