Teaching Competency of Secondary Teacher Education Students in Relation to Their Metacognition

Sheeja V. TITUS, P. ANNARAJA

Research article | Open Access
International Journal on New Trends in Education and Their Implications 2011, Vol. 2(3) 14-22

Teaching Competency of Secondary Teacher Education Students in Relation to Their Metacognition

Sheeja V. TITUS, P. ANNARAJA

pp. 14 - 22

Publish Date: July 31, 2011 | Single/Total View: 0/0 | Single/Total Download: 0/0

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Abstract

In the present research to investigator made an attempt to explore the effectiveness of metacognitive skills in developing the teaching competency among secondary teacher education students. The concept of metacognition can be described as a higher-order cognitive structure. More specifically, metacognition as an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. Students with good metacognition were able to perform efficiently in teaching.

Keywords: Metacognition, metacognitive knowledge, regulation of cognition and teaching competency

How to Cite this Article?

APA 7th edition
TITUS, S.V., & ANNARAJA, P. (2011). Teaching Competency of Secondary Teacher Education Students in Relation to Their Metacognition. International Journal on New Trends in Education and Their Implications, 2(3), 14-22.

Harvard
TITUS, S. and ANNARAJA, P. (2011). Teaching Competency of Secondary Teacher Education Students in Relation to Their Metacognition. International Journal on New Trends in Education and Their Implications, 2(3), pp. 14-22.

Chicago 16th edition
TITUS, Sheeja V. and P. ANNARAJA (2011). "Teaching Competency of Secondary Teacher Education Students in Relation to Their Metacognition". International Journal on New Trends in Education and Their Implications 2 (3):14-22.

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