COMPARISON OF TEACHERS’ LEVELS OF USING METACOGNITIVE STRATEGIES IN TERMS OF VARIOUS VARIABLES

17014

In this study, teachers’ levels of using metacognition strategies have been compared in terms of various variables. The present research is descriptive and makes use of scanning method. The results of the research have revealed that such parameters as gender, professional seniority, the type of faculty one has graduated from, the grade one is employed to teach and the number of students, all influence teachers’ metacognition strategies usage. Thus, as conclusion it has been reached that female teachers, the teachers who have more seniority, the teachers who have graduated from faculties of education, the teachers who are employed at primary schools and the teachers who teach less students use metacognition strategies more. Based on the results obtained, it can be argued that the usage of metacognition strategies must take its place in teacher training programs, the number of students in educational institutions must be revised and limited and the secondary school teachers must be provided with in-service training that involves the usage of metacognition strategies.

323

Metacognition , Metacognition Strategies , Teacher

Journal Of Turkish Educational Sciences

342

Journal Of Turkish Educational Sciences