Student Teachers’ Perspectives on the Cognitive and Metacognitive Strategy Practices in Instructional Design Course

Abstract

This is a case study which aims to investigate student teachers’ perspectives on the practices related to the use of cognitive and metacognitive strategies integrated in the course content. 90 sophomore student teachers at two different state universities participated in this study. Cognitive strategy practices are conducted in the first participating group while metacognitive strategy practices are conducted in the latter group. Structured interview consisting of open-ended questions is employed with the aim of determining participants’ perspectives. Descriptive analysis is used for data analysis. Findings show that their satisfaction levels in terms of the practices are high, and that they believe in the usefulness of the practices in terms of the knowledge and skills in the use of strategy and content area. Also, it is found that they are satisfied with the practices in terms of opportunities for the revision of the previous knowledge and adapting studying. However, it is clear that they are annoyed with the weekly conducted practices.