Pre-service Physics Teachers’ Metacognitive Knowledge about Their Instructional Practices
 
More details
Hide details
1
Yuzuncu Yil University
 
2
Middle East Technical University
 
3
Gaziosmanpaşa University
 
 
Publication date: 2015-08-25
 
 
Corresponding author
Sevda Yerdelen-Damar   

Yuzuncu Yil University, Yuzuncu Yil University, Faculty of Education, 65080 Van, Turkey
 
 
EURASIA J. Math., Sci Tech. Ed 2015;11(5):1009-1026
 
KEYWORDS
TOPICS
ABSTRACT
Background:
Teacher metacognition involves teachers' thinking about their teaching. This study aims to investigate pre-service physics teachers’ metacognitive knowledge about their teaching practices.

Materials and methods:
The participants included six pre-service physics teachers in an “instructional methods” course designed for pre-service teachers who were seeking a degree to become physics teachers. A framework of metacognition for teaching was developed to analyze the level of pre-service physics teachers’ metacognitive knowledge about their teaching practices. The sources of data used in this study were observations collected through pre-service teachers’ instructional practices, lesson plans, reflection papers, and interviews with pre-service teachers about their instructional practices. The data of study was analyzed using interpretivist qualitative methodology.

Results:
Analysis of data showed that pre-service physics teachers’ metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive knowledge about instructional methods, students’ pre-instructional knowledge, and the task of teaching needs to be improved.

Conclusions:
The results of the study provided evidence that metacognitive knowledge on teaching is a fruitful framework to generate interpretations about the participants’ instructional processes.

eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
Scroll to top