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ERIC Number: EJ1164708
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-2331-4702
Educational Complexity and Professional Development: Teachers' Need for Metacognitive Awareness
Hughes, Andrew J.
Journal of Technology Education, v29 n1 p25-44 Fall 2017
The study was designed to investigate technology and engineering teachers' metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. The interviews were analyzed by two independent coders using a coding rubric. The coded interviews established the phenomenological metacognitive awareness of each group.
Journal of Technology Education. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; North Carolina; Virginia
Grant or Contract Numbers: N/A