American Journal of Applied Psychology
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American Journal of Applied Psychology. 2014, 2(1), 27-32
DOI: 10.12691/ajap-2-1-5
Open AccessArticle

Enhancing Teaching Competency of Graduate Teacher Trainees through Metacognitive Intervention Strategies

M. Parimala Fathima1, N. Sasikumar2, and M. Panimalar Roja3

1Alagappa University College of Education, Karaikudi, Tamil Nadu, South India

2Bharath College of Education, Thanjavur, Tamil Nadu, South India

3Center for Research in Education, Thava Thiru Kundrakudi Adigalar College Campus, Kundrakudi, Tamil Nadu, South India

Pub. Date: March 31, 2014

Cite this paper:
M. Parimala Fathima, N. Sasikumar and M. Panimalar Roja. Enhancing Teaching Competency of Graduate Teacher Trainees through Metacognitive Intervention Strategies. American Journal of Applied Psychology. 2014; 2(1):27-32. doi: 10.12691/ajap-2-1-5

Abstract

Teacher competencies facilitate physical, intellectual, social, and emotional development of the students. The teaching competency of a teacher is determined by various aspects. In this study, the investigator developed teaching competency on five dimensions namely induction, content, pedagogy, organization and Assessment. The findings revealed that there is a continuous improvement in all the dimensions of teaching competency. It further shows that every teacher needs to review/update his/her potential in all possible novel/new/innovative strategies, so as to modify and improve his/her teaching competency in accordance with the changes envisaged in the educational system. The investigator suggests that this experiment will definitely help the future teachers to take their roles confidently by enhancing the teaching competencies in the class room situation. Hence, there is an urgent need to steer our efforts towards the implementation of metacognitive intervention strategies to enhance teaching competencies at all levels of teacher education.

Keywords:
metacognition pedagogy teaching competency intervention strategies

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