THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE

The aim of the study is to determine the relationship between pre-service teachers’ academic achievements in Initial Reading-Writing Teaching course and their attitude towards this course, metacognitive awareness level and thinking styles. According to this aim, pre-service teachers’ thinking styles...

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Autores principales:	Berfu KIZILASLAN TUNÇER, Remzi KINCAL, Çavuş ŞAHİN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	initial reading writing teaching, thinking styles, metacognitive awareness, attitude, pre service te Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/a80f85ab38ae40689ee27bd64a2d9aba
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spelling	oai:doaj.org-article:a80f85ab38ae40689ee27bd64a2d9aba2021-11-24T09:20:57ZTHE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE2148-416310.9761/JASSS2557https://doaj.org/article/a80f85ab38ae40689ee27bd64a2d9aba2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=2024641451_17-Dr.%20Berfu%20KIZILASLAN%20TUN%C3%87ER.pdf&key=27238https://doaj.org/toc/2148-4163The aim of the study is to determine the relationship between pre-service teachers’ academic achievements in Initial Reading-Writing Teaching course and their attitude towards this course, metacognitive awareness level and thinking styles. According to this aim, pre-service teachers’ thinking styles, metacognitive awareness levels, academic achievement and attitudes toward teaching initial reading writing course were detected. In addition, the prediction level of metacognitive awareness level, thinking styles and attitudes on academic achievement were investigated. Relational screening model was used for the purpose of the study, which was conducted in the spring term of the 2011-2012 Academic Year. The population of the study consists of 673 pre-service primary school teachers from 7 different education faculties. In this research, “Initial Reading Writing Course Academic Achievement Test” developed by the researcher was used for determining primary school pre-service teachers’ initial reading writing course academic achievement and “Initial Reading Writing Course Attitude Scale” developed by the researcher used for determining primary school pre-service teachers’ attitudes toward initial reading writing course. Moreover, for determining thinking styles “Thinking Styles Inventory” developed by Sternberg and Wagner (1992) and adapted into Turkish by Fer (2005) and for determining metacognitive awareness level “Metacognitive Awareness Inventory” developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) and for determining pre-service teacher’s personal informations personal information form were used. The results of the research indicated that primary school pre-service teachers prefer legislative thinking style. On the other hand, it was found that primary school pre-service teachers’ academic achievement, attitude toward initial reading writing course and metacognitive awareness are high. Attitudes toward initial reading writing course have an on predicting academic achievement in initial reading writing course; whereas the level of metacognitive awareness and thinking styles do not.Berfu KIZILASLAN TUNÇERRemzi KINCALÇavuş ŞAHİNFırat Universityarticleinitial reading writing teaching, thinking styles, metacognitive awareness, attitude, preservice teSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 8, Iss 31, Pp 249-263 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	initial reading writing teaching, thinking styles, metacognitive awareness, attitude, pre service te Social Sciences H Social sciences (General) H1-99
spellingShingle	initial reading writing teaching, thinking styles, metacognitive awareness, attitude, pre service te Social Sciences H Social sciences (General) H1-99 Berfu KIZILASLAN TUNÇER Remzi KINCAL Çavuş ŞAHİN THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
description	The aim of the study is to determine the relationship between pre-service teachers’ academic achievements in Initial Reading-Writing Teaching course and their attitude towards this course, metacognitive awareness level and thinking styles. According to this aim, pre-service teachers’ thinking styles, metacognitive awareness levels, academic achievement and attitudes toward teaching initial reading writing course were detected. In addition, the prediction level of metacognitive awareness level, thinking styles and attitudes on academic achievement were investigated. Relational screening model was used for the purpose of the study, which was conducted in the spring term of the 2011-2012 Academic Year. The population of the study consists of 673 pre-service primary school teachers from 7 different education faculties. In this research, “Initial Reading Writing Course Academic Achievement Test” developed by the researcher was used for determining primary school pre-service teachers’ initial reading writing course academic achievement and “Initial Reading Writing Course Attitude Scale” developed by the researcher used for determining primary school pre-service teachers’ attitudes toward initial reading writing course. Moreover, for determining thinking styles “Thinking Styles Inventory” developed by Sternberg and Wagner (1992) and adapted into Turkish by Fer (2005) and for determining metacognitive awareness level “Metacognitive Awareness Inventory” developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) and for determining pre-service teacher’s personal informations personal information form were used. The results of the research indicated that primary school pre-service teachers prefer legislative thinking style. On the other hand, it was found that primary school pre-service teachers’ academic achievement, attitude toward initial reading writing course and metacognitive awareness are high. Attitudes toward initial reading writing course have an on predicting academic achievement in initial reading writing course; whereas the level of metacognitive awareness and thinking styles do not.
format	article
author	Berfu KIZILASLAN TUNÇER Remzi KINCAL Çavuş ŞAHİN
author_facet	Berfu KIZILASLAN TUNÇER Remzi KINCAL Çavuş ŞAHİN
author_sort	Berfu KIZILASLAN TUNÇER
title	THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
title_short	THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
title_full	THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
title_fullStr	THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
title_full_unstemmed	THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE
title_sort	relationship between pre-service teachers' initial reading writing teaching course, metacognitive awareness level, thinking style and attitude
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/a80f85ab38ae40689ee27bd64a2d9aba
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THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' INITIAL READING WRITING TEACHING COURSE, METACOGNITIVE AWARENESS LEVEL, THINKING STYLE AND ATTITUDE

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