Pre-service and in-service teachers' metacognitive knowledge about problem-solving strategies |
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Authors: | Panayiota Metallidou |
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Institution: | Faculty of Philosophy, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece |
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Abstract: | The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and pre-service (166) teachers participated in the study. They were asked to give on a five-point scale frequency, efficacy, and facility estimates for the application of five problem-solving strategies in 3 kinds of problems (interpersonal, practical, and study problems). The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 evidence. They, also, stressed the possible role of age along with work experience in the formation of beliefs about strategic behavior. |
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Keywords: | Metacognitive knowledge Primary school teachers Problem-solving strategies |
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