Metacognitive Monitoring in Written Communication: Improving Reflective Practice
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings an...
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| Format: | Article |
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MDPI AG
2025-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/3/299 |
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| author | István Zsigmond Panagiota Metallidou Plousia Misailidi Kalypso Iordanou Eleonora Papaleontiou-Louca |
| author_facet | István Zsigmond Panagiota Metallidou Plousia Misailidi Kalypso Iordanou Eleonora Papaleontiou-Louca |
| author_sort | István Zsigmond |
| collection | DOAJ |
| description | Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs. |
| format | Article |
| id | doaj-art-ebc393efd88c4e7d862da01bba2fae87 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ebc393efd88c4e7d862da01bba2fae872025-08-20T02:11:18ZengMDPI AGEducation Sciences2227-71022025-02-0115329910.3390/educsci15030299Metacognitive Monitoring in Written Communication: Improving Reflective PracticeIstván Zsigmond0Panagiota Metallidou1Plousia Misailidi2Kalypso Iordanou3Eleonora Papaleontiou-Louca4Faculty of Technical and Human Sciences, Sapientia Hungarian University of Transylvania, 547366 Târgu Mures, RomaniaSchool of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, GreeceDepartment of Primary Education, University of Ioannina, 45110 Ioannina, GreeceSchool of Sciences, UCLan Cyprus, 7080 Larnaca, CyprusSchool of Humanities, Social and Education Sciences, Department of Social and Education Sciences, European University of Cyprus, 1516 Nicosia, CyprusEducational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs.https://www.mdpi.com/2227-7102/15/3/299metacognitiondevelopment programaction research |
| spellingShingle | István Zsigmond Panagiota Metallidou Plousia Misailidi Kalypso Iordanou Eleonora Papaleontiou-Louca Metacognitive Monitoring in Written Communication: Improving Reflective Practice Education Sciences metacognition development program action research |
| title | Metacognitive Monitoring in Written Communication: Improving Reflective Practice |
| title_full | Metacognitive Monitoring in Written Communication: Improving Reflective Practice |
| title_fullStr | Metacognitive Monitoring in Written Communication: Improving Reflective Practice |
| title_full_unstemmed | Metacognitive Monitoring in Written Communication: Improving Reflective Practice |
| title_short | Metacognitive Monitoring in Written Communication: Improving Reflective Practice |
| title_sort | metacognitive monitoring in written communication improving reflective practice |
| topic | metacognition development program action research |
| url | https://www.mdpi.com/2227-7102/15/3/299 |
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