Determining the Need for Classroom Teachers' Skills in Using Cognitive Awareness Strategies
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Abstract
This study, stems from the need to explore teachers' requirements for about integrating cognitive awareness strategies into competencies. The research adopts a mixed-methods approach, employing three data collection tools. Qualitative nature tools are a structured observation form and a semi-structured interview form. The qualitative data obtained were analysed using descriptive analysis techniques. Quantitative data were collected by administering the Educational Metacognitive Regulation Inventor were analysed using descriptive statistical techniques in the SPSS software. Findings revealed that classroom teachers rarely utilised cognitive awareness strategies in their teaching environments and had limited knowledge about cognitive awareness strategies and were unaware of their importance in instructional settings. The findings of this study highlights the need for classroom teachers to use cognitive awareness strategies. They are expected to serve as a guide for designing professional development activities.
Keywords: cognitive awareness strategies; classroom teachers; professional development
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