Erschienen:
Canadian Center of Science and Education, 2017
Erschienen in:Journal of Education and Learning
Sprache:
Nicht zu entscheiden
DOI:
10.5539/jel.v6n4p78
ISSN:
1927-5269;
1927-5250
Entstehung:
Anmerkungen:
Beschreibung:
<jats:p>The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers’ awareness of metacognition is required to support students’ self-regulation, with the aim of establishing modern learning methods and life-long learning. The participants in this study were teachers (N = 208) from different sectors of vocational education. The data has been analysed using structural equation modelling. The Confirmatory Factor Analysis indicated good/acceptable model fit and convergence of each factor. Moreover, alpha scores of the inventory signify that the inventory is internally consistent. These findings reveal the utility of the MAIT-18 in measuring the Metacognitive Awareness of in-service teachers. Now, that the utility of the inventory has been examined among in-service teachers, comparative studies between in-service teachers and teacher trainees as well as longitudinal studies are prospective.</jats:p>