Individual-psychological features of a teacher as a factor of students’ retrospective judgments about the studied
DOI:
https://doi.org/10.61841/5h8t8q55Keywords:
metacognition, metacognitive monitoring, , retrospective judgments about the studied.Abstract
The article is based on the theoretical analysis of the notion of the following individual-psychological features of a teacher in the process of educational activity: the level of metacognitive involvement in the activity, the type of professional position as a teacher, individual teaching style, style of pedagogical communication. The aim of the article was to determine the role of these features of a teacher in the process of making metacognitive judgments by students in the learning process. The relationship between the level of development of metacognitive involvement, individual teaching style, pedagogical communication style, type of teacher's professional position as educator, and rating of students' judgments has been empirically investigated. A statistically significant correlation was found between student judgment scores and teacher communication style characteristics.
Downloads
References
1. Ustav S. How Entrepreneurship Education Can be Developed Knowing the Power of Metacognitio. Research in Economics and Business: Central and Eastern Europe, 2016, 8, 85–107.
2. Maňák J., Švec V. Výukové metody. Brno: Paido, 2003.
3. Itelson L.B. Educational activity, its sources, structure and conditions. In: I.I. Ilyasov, V.Ya. Liaudis (Eds.), Readings on developmental and educational psychology. The work of Soviet psychologists in the period 1946-1980. Moscow: Moscow University Press, 1981.
4. Gonchar O. Forms of pedagogical interaction of participants of the educational process in the system of higher education in Ukraine. Pedagogical Sciences. Proceedings, 2011, 2, 49–54.
5. Rojas S.N. Conciencia metacognitiva y estrategias de lectura en un contexto pro-AICLE a nivel universitario.
Íkala, Revista de Lenguaje y Cultura, 2016, 21(1), 81-97.
6. Chatzipanteli A., Grammatikopoulos V., Gregoriadis A. Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 2014, 184(8), 1223-1232
7. McQuiggan S.W., Hoffman K.F., Nietfeld J.L., Sabourin J., Lester J.C. Examining Self-Regulated Learning in a Narrative-Centered Learning Environment: An Inductive Approach to Modeling Metacognitive Monitoring, 2008. Retrieved from: https://www.researchgate.net/publication/239924526_Examining_Self-Regulated_Learning_in_a_Narrative-Centered_Learning_Environment_An_Inductive_Approach_to_Modeling_Metacognitive_Monitoring.
8. Robert K., Tracy D. Teacher emotion and meta-emotions during critical formative period. Metacognition 2012: Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition. Milan, Italy, 2012.
9. Kepterev P. Didactic essays. Theory of Education. Petrograd: Zemlya, 1915.
10. Markova A.K., Nikonova A.Ya. Psychological features of the individual style of teacher activity. Questions of Psychology, 1986, 40-48. Retrieved from: http://voppsy.ru/issues/1987/875/875040.htm.
11. Razumovskaya E.R. The individual psychological characteristics of the teacher as a factor in the development of learning motivation in high school students. Omsk Scientific Herald, 2009, 1(75), 120-123.
12. Slobodchikov V.I., Tsukerman G.A. The genesis of reflective consciousness in primary school age.
Psychology Issues, 1990, 3, 25-36.
13. Schraw G., Dennison R.S. Assessing metacognitive awareness. Contemporary Educational Psychology, 1994, 19, 460-475.
14. Orosova R., Shmaidova-Bushova K., Kotsova N., Starost V. The teaching style of the teacher: features and diagnostics. Edukácia. Vedecko-Odborný Časopis, 2015, 1(2), 195-201
15. Isaev E.I. The formation and development of professional consciousness of the future teacher. Questions of Psychology, 2005, 3, 57-67.
16. Grigorieva A.N. Personal and professional position of a teacher as a teacher. Education: development resources. Bulletin of LOIRO, 2015, 1, 30–33.
17. Agasandyan L.E. The professional position of a university teacher as a psychological and pedagogical phenomenon. Siberian Pedagogical Journal, 2013, 6, 111-113.
18. Gruba N.A., Serzhanova J.A. Metacognitive skills in a professionally determined personality structure of a bachelor of linguistics. Modern Problems of Science and Education, 2015, 6. Retrieved from: http://www.science-education.ru/en/article/view?id=23669.
19. Kholodnaia M.A. Psychology of intellect: paradoxes of research. St. Petersburg: Piter, 2002.
20. Karpov A.V., Skityayeva I.M. Psychology metakohnityvnyh individual processes. Moscow: “Institut psikhologi RAN” Publishing House, 2005.
21. Skvortsova Yu.V. Metacognitive components of pedagogical thinking of a teacher of higher education. Yaroslavl: Yaroslavl State University named after P.G. Demidov, 2005.
22. Kislyakova M.A. The development of metacognitive skills of humanities students in math classes. Bulletin of the Chelyabinsk State Pedagogical University, 2011, 4, 79-89.
23. Kan-Kalik V.A. Teacher about pedagogical communication. Moscow: Prosveshcheniye, 1987.
24. Semendyaeva V.I. The influence of the style of pedagogical activity of a teacher on the effectiveness of the educational process. Tauride Science Reviewer, 2016, 8, 21-24.
25. Zohar A., Barzilaib S. A review of research on metacognition in science education: current and future directions. Studies in Science Education, 2013, 49, 121–169.
26. Mokos E., Kafoussi S. Elementary Students' Spontaneous Metacognitive Functions in Different Types of Mathematical Problems. Journal of Research in Mathematics Education, 2013, 2(2), 242-267.
27. Bedel E. An Examination of Locus of Control, Epistemological Beliefs and Metacognitive Awareness in Preservice Early Childhood Teachers. Educational Sciences: Theory & Practice, 2012, 12(4), 3051–3060.
28. Husamah H. Blended Project Based Learning: Metacognitive Awareness of Biology Education New Students.
Journal of Education and Learning, 2015, 9(4), 274-281.
29. Loizidou A., Koutselini M. Metacognitive monitoring: an obstacle and a key to effective teaching and learning, Teachers and Teaching: Theory and Practice, 2007, 13(5), 499-519.
30. Ozturk N. The Relation between Teachers` Self-Reported Metacognitive Awareness and Teaching with Metacognition. International Journal of Research in Teacher Education, 2018, 9(2), 26-35.
31. Savin E.Yu., Fomin A.E. Generalized and subject-specific metacognitive skills in the educational activities of students. Psychological Research, 2014, 7(37). Retrieved from: http://psystudy.ru/index.php/num/2014v7n37/1042-savin37.html#e3.
32. Tereshonok T.V., Baksheeva S.S. Metacognitive components in the structure of educational activity. Socio-Economic and Humanitarian Journal of the Krasnoyarsk State Agrarian University, 2015, 1, 175–180.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
