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Influence Of Teachers’ Metacognitive Skills On Development Of Early-Childhood Students, Sunthorn Thienngam, Aree Promlek, Koranit Thongsaard
Influence Of Teachers’ Metacognitive Skills On Development Of Early-Childhood Students, Sunthorn Thienngam, Aree Promlek, Koranit Thongsaard
Australian Journal of Teacher Education
The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students’ assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows:
The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference …