References
- Adadan, E., and Oner, D. (2018). Examining preservice teachers' reflective thinking skills in the context of web-based portfolios: The role of metacognitive awareness. Australian Journal of Teacher Education (Online), 43(11), 26.
- Asy'ari, M., and Ikhsan, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2), 455-470.
- Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding.
- Clarke, P. A. J. (2007). Reflective teaching model: A tool for motivation, collaboration, self-reflection, and innovation in learning. Georgia State University
- Darling-Hammond, L., and Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley and Sons.
- Desautel, D. (2009). Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice. Teachers College Record, 111(8), 1997-2020.
- Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process Vol. 8.
- Dignath, C., Buettner, G., and Langfeldt, H. P. (2008). How can primary school students learn selfregulated learning strategies most effectively?: A meta-analysis on self-regulation training programs. Educational Research Review, 3(2), 101-129.
- Duman, B., and Semerci, Ç. (2019). The Effect of a Metacognition-Based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers. Universal Journal of Educational Research, 7(3), 720-728.
- El-Dib, M. A. B. (2007). Levels of reflection in action research. An overview and an assessment tool. Teaching and teacher education, 23(1), 24-35
- Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching.
- Flavell, J. H. (1976). Metacognitive aspects of problem-solving. The nature of intelligence
- Ford, C.L., and Yore, L.D. (2012). Toward convergence of metacognition, reflection, andcritical thinking: Illustrations from natural and social sciences teacher education and classroom practice. In A. Zohar and J. Dori (Eds.), Metacognition in science education: Trends in current research (pp. 251-271). Dordrecht, The Netherlands: Springer.
- Hofer, B. K. (2004). Introduction: Paradigmatic approaches to personal epistemology. Educational psychologist, 39(1), 1-3.
- Ibnu, S., and Rahayu, S. (2017, August). The Improvement of Metacognition of Chemistry Education Students using Metacognitive Learning Strategy. In the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Atlantis Press.
- Jay, J. K., and Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and teacher education, 18(1), 73-85.
- Kim, Y. (2005). Cultivating reflective thinking: The effects of a reflective thinking tool on learners' learning performance and metacognitive awareness in the context of online learning.
- Knight, P. (2002). A systematic approach to professional development: Learning as practice. Teaching and Teacher Education, 18(3), 229-241.
- Kuhn, D., and Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
- Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 9(3), 341-360.
- Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Routledge.
- McAlpine, L., and Weston, C. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28, 363-385.
- Moon, J. (2005). Guide for busy academics no. 4: learning through reflection. Higher Education Academy, 1.
- Özsoy, G., and Ataman, A. (2017). The effect of metacognitive strategy training on mathematical problem-solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82.
- Parsons, M., and Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and teaching, 11(1), 95-116.
- Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
- Schraw, G. (2001). Promoting general metacognitive awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 3-16). Dordrecht, The Netherlands: Kluwer
- Schraw, G., and Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470.
- Schraw, G., and Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
- Sellars, M. (2014). Reflective practice for teachers. London: Sage publications.
- Shulman, L.S., and Shulman, J.H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies 36(2), 257-271.
- Whittaker, C., and van Garderen, D. (2009). Using a metacognitive approach with case-based instruction to enhance teacher reflection and promote effective educational practices for diverse learners. Action in Teacher Education, 31(2), 5-16.
- Yildiz, H., and Akdag, M. (2017). The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief. Journal of Education and Training Studies, 5(12), 30-40.
- Zohar, A., and Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169.
- Adadan, E., and Oner, D. (2018). Examining preservice teachers' reflective thinking skills in the context of web-based portfolios: The role of metacognitive awareness. Australian Journal of Teacher Education (Online), 43(11), 26.
- Asy'ari, M., and Ikhsan, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2), 455-470.
- Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding.
- Clarke, P. A. J. (2007). Reflective teaching model: A tool for motivation, collaboration, self-reflection, and innovation in learning. Georgia State University
- Darling-Hammond, L., and Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley and Sons.
- Desautel, D. (2009). Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice. Teachers College Record, 111(8), 1997-2020.
- Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process Vol. 8.
- Dignath, C., Buettner, G., and Langfeldt, H. P. (2008). How can primary school students learn selfregulated learning strategies most effectively?: A meta-analysis on self-regulation training programs. Educational Research Review, 3(2), 101-129.
- Duman, B., and Semerci, Ç. (2019). The Effect of a Metacognition-Based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers. Universal Journal of Educational Research, 7(3), 720-728.
- El-Dib, M. A. B. (2007). Levels of reflection in action research. An overview and an assessment tool. Teaching and teacher education, 23(1), 24-35
- Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching.
- Flavell, J. H. (1976). Metacognitive aspects of problem-solving. The nature of intelligence
- Ford, C.L., and Yore, L.D. (2012). Toward convergence of metacognition, reflection, andcritical thinking: Illustrations from natural and social sciences teacher education and classroom practice. In A. Zohar and J. Dori (Eds.), Metacognition in science education: Trends in current research (pp. 251-271). Dordrecht, The Netherlands: Springer.
- Hofer, B. K. (2004). Introduction: Paradigmatic approaches to personal epistemology. Educational psychologist, 39(1), 1-3.
- Ibnu, S., and Rahayu, S. (2017, August). The Improvement of Metacognition of Chemistry Education Students using Metacognitive Learning Strategy. In the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Atlantis Press.
- Jay, J. K., and Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and teacher education, 18(1), 73-85.
- Kim, Y. (2005). Cultivating reflective thinking: The effects of a reflective thinking tool on learners' learning performance and metacognitive awareness in the context of online learning.
- Knight, P. (2002). A systematic approach to professional development: Learning as practice. Teaching and Teacher Education, 18(3), 229-241.
- Kuhn, D., and Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
- Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 9(3), 341-360.
- Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Routledge.
- McAlpine, L., and Weston, C. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28, 363-385.
- Moon, J. (2005). Guide for busy academics no. 4: learning through reflection. Higher Education Academy, 1.
- Özsoy, G., and Ataman, A. (2017). The effect of metacognitive strategy training on mathematical problem-solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82.
- Parsons, M., and Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and teaching, 11(1), 95-116.
- Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
- Schraw, G. (2001). Promoting general metacognitive awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 3-16). Dordrecht, The Netherlands: Kluwer
- Schraw, G., and Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470.
- Schraw, G., and Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
- Sellars, M. (2014). Reflective practice for teachers. London: Sage publications.
- Shulman, L.S., and Shulman, J.H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies 36(2), 257-271.
- Whittaker, C., and van Garderen, D. (2009). Using a metacognitive approach with case-based instruction to enhance teacher reflection and promote effective educational practices for diverse learners. Action in Teacher Education, 31(2), 5-16.
- Yildiz, H., and Akdag, M. (2017). The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief. Journal of Education and Training Studies, 5(12), 30-40.
- Zohar, A., and Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169.
Cite this article
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APA : Siddiqui, G. K., Lodhi, H., & Ghazanfar, K. (2020). Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?. Global Social Sciences Review, V(II), 190-201. https://doi.org/10.31703/gssr.2020(V-II).18
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CHICAGO : Siddiqui, Ghazal Khalid, Huma Lodhi, and Kalsoom Ghazanfar. 2020. "Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?." Global Social Sciences Review, V (II): 190-201 doi: 10.31703/gssr.2020(V-II).18
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HARVARD : SIDDIQUI, G. K., LODHI, H. & GHAZANFAR, K. 2020. Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?. Global Social Sciences Review, V, 190-201.
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MHRA : Siddiqui, Ghazal Khalid, Huma Lodhi, and Kalsoom Ghazanfar. 2020. "Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?." Global Social Sciences Review, V: 190-201
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MLA : Siddiqui, Ghazal Khalid, Huma Lodhi, and Kalsoom Ghazanfar. "Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?." Global Social Sciences Review, V.II (2020): 190-201 Print.
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OXFORD : Siddiqui, Ghazal Khalid, Lodhi, Huma, and Ghazanfar, Kalsoom (2020), "Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?", Global Social Sciences Review, V (II), 190-201
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TURABIAN : Siddiqui, Ghazal Khalid, Huma Lodhi, and Kalsoom Ghazanfar. "Can we boost the Meta-cognitive Awareness of Prospective Teachers through Reflective Journals?." Global Social Sciences Review V, no. II (2020): 190-201. https://doi.org/10.31703/gssr.2020(V-II).18