The Predictive Role of Teaching Experience in Teachers’ Implementation of Metacognitive Knowledge

Authors

  • Fatemeh Khonamri Department of English, Faculty of Humanities and Social Sciences, University of Mazandaran, Central Organisation of UMZ, 10 Pasdaran, Babolsar, 4741613534, Mazandaran, Iran
  • Rastislav Podpera Theological Institute, Faculty of Theology, The Catholic University in Ružomberok, Spišská Kapitula 12, 053 04 Spišské Podhradie, Slovak Republic
  • Viktoria Kurilenko Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia
  • Djamaldinova Shakhlo Obloberdiyevna Department of Uzbek Language and Literature with Russian Language, Samarkand State Medical University, Samarkand, Amir Temur 18, Republic of Uzbekistan

DOI:

https://doi.org/10.15503/jecs2024.2.237.247

Keywords:

metacognition, awareness, knowledge, metacognitive teaching, teaching experience, novice, experienced

Abstract

Aim. While there is so much emphasis on teachers' metacognition, little is known about the role of teaching experience in teachers' metacognition and their instructional practices. Therefore, the current study aimed to provide new insight into the extent to which experience in teaching might predict teachers' metacognition or their awareness of each metacognitive component and sub-factor. Furthermore, the use of teachers' metacognition in their instructional practices was explored.

Method. A quantitative research method was used to investigate teachers’ metacognition and their teaching experience. For this purpose, 130 teachers participated and completed the Metacognitive Awareness Inventory for Teachers (MAIT) questionnaire. Independent T-test and Enter regression were used to analyse the data.

Results. The analysis of the collected data revealed that years of teaching experience could be a predictor of teachers' metacognitive knowledge but not their metacognitive regulation.

Conclusion. Teachers can enhance their metacognition from the first years of teaching, and through training and practice, they can strengthen their abilities.

 

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Author Biographies

  • Fatemeh Khonamri, Department of English, Faculty of Humanities and Social Sciences, University of Mazandaran, Central Organisation of UMZ, 10 Pasdaran, Babolsar, 4741613534, Mazandaran, Iran

    Assistant professor of TEFL at the University of Mazandaran. She has been teaching undergraduate and graduate courses for more than 20 years. Her areas of interest include reading and writing research, metacognition, corrective feedback and teacher’s professional development.

  • Rastislav Podpera, Theological Institute, Faculty of Theology, The Catholic University in Ružomberok, Spišská Kapitula 12, 053 04 Spišské Podhradie, Slovak Republic

    After completing his master's degree, he continued his doctoral studies at Comenius University, where he defended his PhD. from musicology. He worked as a music scientist at the Institute of Musicology of the Slovak Academy of Sciences in Bratislava. He actively participated in the preparation of liturgical songbooks for Slovakia in the Music Section of the Liturgical Commission of the Conference of Bishops of Slovakia. He teaches church music to priests at the Roman Catholic Cyril and Methodius Faculty of Theology at Comenius University in Bratislava. He received his habilitation from the Didactics of Music at the Catholic University in Ružomberok. He currently works as an associate professor at the Catholic University in Ružomberok, at the Institute of Sacred Art in Bishop Ján Vojtaššák's Priestly Seminary in the Spišska Kapitula in Spišský Podhradie in Slovakia.

  • Viktoria Kurilenko, Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia

    Developed an integrative linguodidactic system, which was introduced into the system and process of professional-communicative training of foreign applicants, students, residents and postgraduate students of the Medical Institute of the RUDN University. In 2017 she defended her doctoral thesis on Methodology and methods of continuous professionally oriented teaching of the Russian language to foreign medical students, which describes the results that are currently used in the development of textbooks, educational and methodological and publications, advanced training and professional retraining courses for teachers of Russian language as foreign in the system of additional education of the Peoples’ Friendship University of Russia, or lectures for teachers of the Russian language at the faculty of advanced training for teachers of Russian language as foreign, as well as in the arrangement of methodological seminars and cultural and educational events in Mongolia, China, India, Vietnam, Finland, Bulgaria, Romania, Slovakia, Germany, Italy, Spain, Peru, Argentina, Venezuela, Egypt, Austria, Belgium, Luxembourg, Hungary, Greece, Turkey, Morocco, etc. Kurilenko V.B. is the author of more than 180 publications, including 7 monographs, the state educational standard for RFL and requirements (in co-authorship); 4 educational programs (one of which is in English), 6 textbooks, 32 methodological, educational, methodological and teaching aids, scientific articles, abstracts of reports and messages. Kurilenko V.B. regularly takes part in scientific congresses and symposia of Russian society of Russian language and literature teachers (ROPRYAL). such as Theory and practice of Russian studies in the world context (Moscow), Russian language, literature and culture at the turn of the century (Bratislava), Russian language in the modern socio-cultural situation (Voronezh), Russian language and literature in the space of world culture (Granada), including international congresses, scientific and scientific-practical conferences, seminars on ethnopedagogy. She is the member of Association of Language testers in Europe, the member of Peter’s the Great Academy of Sciences and Arts, the member of ROPRYAL, the chief editor of RUDN Journal of Psychology and Pedagogics. 

  • Djamaldinova Shakhlo Obloberdiyevna, Department of Uzbek Language and Literature with Russian Language, Samarkand State Medical University, Samarkand, Amir Temur 18, Republic of Uzbekistan

    Doctor of Philosophy in Pedagogical Sciences (PhD), Associate Professor, Head of the Department of Uzbek Language and Literature with Russian at Samarkand State Medical University.  Author of more than 100 scientific works, including 1 textbook, 3 monographs on PBL (problem-based learning) and 3 textbooks for students of medical universities and lyceums.

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Published

2024-09-25

Issue

Vol. 15 No. 2 (2024): Journal of Education Culture and Society

Section

TRANSGRESSION

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Copyright (c) 2024 Fatemeh Khonamri, Rastislav Podpera, Viktoria Kurilenko, Djamaldinova Shakhlo Obloberdiyevna

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How to Cite

Khonamri, F., Podpera, R., Kurilenko, V., & Obloberdiyevna, D. S. (2024). The Predictive Role of Teaching Experience in Teachers’ Implementation of Metacognitive Knowledge. Journal of Education Culture and Society, 15(2), 237-247. https://doi.org/10.15503/jecs2024.2.237.247

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