La consapevolezza metacognitiva degli insegnanti di scuola dell’infanzia nell’uso delle TIC

Elif Gulbay, Valeria Concetta Di Martino

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Metacognition plays a significant role in teachers’ professional development. Measuring the metacognitive awareness of teachers in the use of educational technologies allows us to reabstractflect on the meaning and effectiveness of the choices we make and the objectives we follow. The study aims to investigate the metacognitive awareness of pre-school teachers during the creation of a multimedia product. The research was carried out in academic year 2017/18 and it involved 115 in-service Sicilian teachers attending to a totally 75-hour training course on educational technologies. To measure the level of their metacognitive competence, we used a specifically adapted version of the MAI (Metacognitive Awareness Inventory) (Schraw & Dennison, 1994; La Marca, 2017). The data analysis reveals a good level of metacognitive awareness in the creation of multimedia teaching, both in terms of knowledge of cognitive processes and self-regulation.
Original languageItalian
Title of host publicationAlla ricerca di una Scuola per tutti e per ciascuno. Impianto istituzionale e modelli educativi
Pages37-47
Number of pages11
Publication statusPublished - 2019

Publication series

NameSIRD

Cite this

Gulbay, E., & Di Martino, V. C. (2019). La consapevolezza metacognitiva degli insegnanti di scuola dell’infanzia nell’uso delle TIC. In Alla ricerca di una Scuola per tutti e per ciascuno. Impianto istituzionale e modelli educativi (pp. 37-47). (SIRD).