A Cross Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers and Its Relation to Academic Achievement
Metacognitive skills are amongst the burning concept since the couple of decades, when John Flavell first introduced it. This notion is commonly described as "thinking about thinking". "Thinking about thinking" is not just thinking about thinking, this concept is multidimensional in nature. Metacognition is a higher order thinking. Therefore, the main purpose of this study was to assess metacognitive awareness in prospective teachers. And to find out that how much our teachers training institutions are successfully contributing in developing such awareness in prospective teachers. Furthermore, this study also aims to contribute its part in enriching the literature by assessing the relationship between metacognition and academic achievement.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0018
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada