4.2.2 The Investigation of Metacognitive Levels of Elementary Teachers
The aim of this study is to measure the metacognitive skills of elementary school teachers. In the study, a Personal Information Form prepared by the researchers and a metacognitive scale were administered. Information about the classroom teachers in the study (N = 80) for metacognitive levels for gifted children education include the task done, grade levels, years of service in the profession, gender, education level, and number of students they lead to related institutions. These data were examined and analyzed, according to the gifted report. Metacognitive skills are important, and elementary teachers’ metacognitive skills should be developed as they teach gifted children.
Author(s):
Çiğdem Nilüfer Umar
cigdem.umar@okan.edu.tr
OKAN UNIVERSITY
Turkey
Assist. Prof. Dr. Çiğdem Nilüfer UMAR currently employed as an Assistant Professor Dr. at Okan University, Faculty of Education, Department of Special Education Program. She is specifically interested in gifted education, creativity, curriculum evaluation.
Gülşah Batdal Karaduman*
Assist. Prof. Dr. Gülşah BATDAL KARADUMAN currently employed as an Assistant Professor Dr. at Istanbul University, Hasan Ali Yücel Faculty of Education, Department of Elemantary Mathematics Education and Special Education Program. She is specifically interested in gifted education, creativity, creativity in mathematics, approaches and techniques of teaching, curriculum evaluation, individual differences in learning, the teaching of mathematics, learning of mathematics, creative drama, and spatial intelligence.