METACOGNITIVE AWARENESS AND COGNITIVE STYLES: ARE THERE DIFFERENCES BETWEEN WHAT CHILEAN EFL PRE-SERVICE TEACHERS AND NEWLY-QUALIFIED EFL IN-SERVICE TEACHERS CLAIM?
Autores
-
Lucía Ramos Leiva
Universidad Católica del Norte
-
Marcela Quintana Lara
Universidad Arturo Prat
-
Claudio Díaz Larenas
Universidad de Concepción
-
Tania Tagle
Universidad Católica de Temuco
-
Paola Alarcón
Universidad de Concepción
-
Mabel Urrutia
Universidad de Concepción
-
José Leiva Gutiérrez
Universidad Católica del Norte
Resumo
The purpose of this study is to explore the differences between EFL pre-service teachers (5th year students in their teaching practicum) and newly-qualified EFL in service-teachers’ levels of metacognitive awareness and cognitive styles. An observational, cross-sectional study was proposed to measure these variables. For this purpose, 73 participants, 55 EFL pre-service teachers and 18 newly- qualified EFL in-service teachers, completed a metacognitive awareness inventory and a cognitive styles inventory. The results indicate that in-service teachers are more metacognitively aware in their declarative knowledge, procedural knowledge, and planning. The EFL pre-service teachers show higher levels of metacognitive awareness in evaluating. No differences in cognitive style were found. Thus, professional experience may have a relationship with metacognitive awareness, increasing the level of development of some dimensions. Further studies on variables related to the transition from EFL pre-service to newly-qualified EFL in-service teachers and its relationships with metacognitive awareness and cognitive style are proposed.
Palavras-chave:
metacognition, cognitive styles, EFL pre-service teachers, newly EFL teachers, metacognitive awareness
Números especiais
Prestes a ser publicado
LM
