期刊名称：International Journal for the Scholarship of Teaching and Learning
印刷版ISSN：1931-4744
出版年度：2016
卷号：10
期号：1
页码：4
出版社：Georgia Southern University
摘要：This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.
