Journal of Technology Education
Metacognition, Measurement Techniques, Technology Education, Engineering Education, Faculty Development, Teaching Methods, Educational Change, Inquiry, Standards, Teacher Certification, Comparative Analysis, Middle School Teachers, High School Teachers, Teaching Experience, Gender Differences, Measures (Individuals)
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.
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