Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory

被引：47
作者：
Jiang, Yingjie [1 ]
Ma, Lin [1 ,2 ]
Gao, Liang [1 ]
机构：
[1] Northeast Normal Univ, Sch Psychol, 5268 Renmin Rd, Changchun 130024, Jilin, Peoples R China
[2] Anqing Normal Univ, Sch Educ, Anqing 246133, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2016年 / 59卷
关键词：
Teacher metacognition; Effective teaching; Reflective teacher; Effective teacher; Teacher professional development; COVARIANCE STRUCTURE-ANALYSIS; INDIVIDUAL-DIFFERENCES; FIT INDEXES; KNOWLEDGE; MOTIVATION; AWARENESS; INSTRUCTION; MATHEMATICS; PERFORMANCE; STRATEGIES;
D O I：
10.1016/j.tate.2016.07.014
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Metacognition plays a pivotal role in teachers' professional development. However, the absence of effective instrument for measuring teacher metacognition has hampered researches in this area. Two studies were conducted to develop a valid scale - the Teacher Metacognition Inventory (TMI). Results from Study 1 with 412 middle school teachers showed a six-factor structure, with a satisfactory reliability and convergent validity. Results from Study 2 with 204 participants supported the structure, further revealed an acceptable criterion-related validity and discriminant validity. All findings suggested that the TMI was an effective instrument and can be used to assess teacher metacognition in educational practice. (C) 2016 Elsevier Ltd. All rights reserved.
引用
收藏
页码：403 / 413
页数：11
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