Preschool Teachers' Views on Metacognitive Knowledge, Skills and Practices

Abstract

This study aimed to examine the views and thoughts of teachers about metacognitive knowledge, skills, and practice in the preschool period and the activity plans they made to support children's metacognitive knowledge and skills. A case study, one of the qualitative research designs, was used in the study. The research data were collected through interview and document review methods. A content analysis was completed on the data obtained from the interviews, and a descriptive analysis was completed on the activity plans collected for document review by coding them within the framework of the Cambridgeshire Independent Learning (C.Ind.Le) Coding Scheme. As a result of the study, six themes- Awareness, Planning, Learning Invitation, Practice, and Material- were developed based on the participants' views on metacognitive knowledge, skills, and practices. It was found that there were differences between the themes depending on the educational levels of the participants. The analysis of activity plans using the coding scheme revealed that the participants did not include the metacognitive knowledge category, the knowledge of people sub-category, the metacognitive regulation category, or the sub-categories of monitoring and control. It was also found that there were differences in the plans based on the educational levels of the participants.