METACOGNITIVE AWARENESS AND COGNITIVE STYLES: ARE THERE DIFFERENCES BETWEEN WHAT CHILEAN EFL PRE-SERVICE TEACHERS AND NEWLY-QUALIFIED EFL IN-SERVICE TEACHERS CLAIM?
Authors
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
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.
Ramos Leiva, L., Quintana Lara, M., Díaz Larenas, C., Tagle, T., Alarcón, P., Urrutia, M., & Leiva Gutiérrez, J. (2018). METACOGNITIVE AWARENESS AND COGNITIVE STYLES: ARE THERE DIFFERENCES BETWEEN WHAT CHILEAN EFL PRE-SERVICE TEACHERS AND NEWLY-QUALIFIED EFL IN-SERVICE TEACHERS CLAIM?. Lenguas Modernas, (49), Pág. 183 – 206. Retrieved from https://revistapuntogenero.uchile.cl/index.php/LM/article/view/49232
