Relationship between teachers metacognitive awareness and instruction of metacognitive reading strategies
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According to international studies one of the challenges faced by the Romanian educational system is functional illiteracy which means that students have difficulties in understanding first view long dimension texts and cannot use the knowledge like a resource in their life. A key factor related to reading comprehension is metacognition, or the ability to regulate and control their own reading process. It has been demonstrated that metacognitive reading is what makes the difference between good and poor readers. Although metacognitive reading strategies like planning, monitoring and evaluating can be learned in the classroom, traditional curricula and instructional approaches are deficient in supporting them. The aim of this study is to investigate if conscious metacognitive teachers are more likely to teach strategies that promote students self-monitoring during reading. Participants included 68 primary schools teachers from Romania. The Metacognitive Awareness Inventory for Teachers (Balcikanli, 2011) was utilized to measure teachers` metacognitive awareness in educational settings. Subjects also filled in a questionnaire designed to determine the level of explicit teaching of metacognitive reading strategies in pre-, during- and after reading a text. Results showed a direct positive relation between teachers` metacognitive awareness and direct instruction of metacognitive reading strategies in the classroom. The findings of this study highlight the need for teacher training and support in metacognitive awareness-promoting practices, a link to autonomy in life-long learning.
