Personal epistemological and metacognitive awareness in first year preservice education students

Title: Personal epistemological and metacognitive awareness in first year preservice education students
Creator: Spray, Erika; Scevak, Jill; Cantwell, Robert
Relation: Australian Journal of Educational and Developmental Psychology Vol. 13, p. 44-57
Relation: http://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/school-research/ajedp/previous-issues/volume-13-2014
Publisher: University of Newcastle
Resource Type: journal article
Date: 2013
Description: This paper examines preservice teaching students’ personal epistemological and metacognitive awareness (PEMA) and changes that occurred in these over the first semester of university study. Reflective learning journals of a selective sample of 18 students were analysed for evidence of PEMA. Rather than identifying particular epistemological beliefs, or defining their relationship with metacognitive behaviour, the study focused on students’ awareness of these phenomena within their own thinking. Clear links were found between PEMA, self-regulated learning, and academic success. This has implications for pedagogical policy, particularly within the first year experience.
Subject: metacognition; self-regulation; achievement; teacher training; higher education; transition
Identifier: http://hdl.handle.net/1959.13/1052782
Identifier: uon:15482
Identifier: ISSN:1446-5442
Language: eng
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