Pre-service Physics Teachers’ Metacognitive Knowledge about Their Instructional Practices
 
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1
Yuzuncu Yil University
2
Middle East Technical University
3
Gaziosmanpaşa University
CORRESPONDING AUTHOR
Sevda Yerdelen-Damar   

Yuzuncu Yil University, Yuzuncu Yil University, Faculty of Education, 65080 Van, Turkey
Publish date: 2015-08-25
 
EURASIA J. Math., Sci Tech. Ed 2015;11(5):1009–1026
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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