Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22905
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dc.contributor.authorTay, Lee Yongen
dc.contributor.authorTan, Liang Seeen
dc.contributor.authorTan, Jing Yien
dc.contributor.authorThaslim Begum Aiyooben
dc.contributor.authorOng, Monica Woei Lingen
dc.contributor.authorLim-Ratnam, Christinaen
dc.contributor.authorChua, Puay Huaten
dc.date.accessioned2021-05-04T05:49:44Z-
dc.date.available2021-05-04T05:49:44Z-
dc.date.issued2021-
dc.identifier10.1007/s12144-021-01622-w-
dc.identifier.citationTay, L. Y., Tan, L. S., Tan, J. Y., Thaslim Begum Aiyoob, Ong, M. W. L., Lim-Ratnam, C., & Chua, P. H. (2021). Validity and reliability of an English translation of the Teacher Metacognition Inventory (TMI) with mathematics teachers in Singapore. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-021-01622-wen
dc.identifier.issn1046-1310 (print)-
dc.identifier.issn1936-4733 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/22905-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Current Psychology. The published version is available online at https://doi.org/10.1007/s12144-021-01622-wen
dc.description.abstractThe purpose of the study was to examine the validity of an English translation of the Teacher Metacognition Inventory (TMI) originally developed by Jiang et al. Teaching and Teacher Education, 59, 403-413, (2016) in China with a sample of mathematics teacher in Singapore. A total of 436 valid responses were collected from primary and secondary female and male mathematics teachers with various degrees of experience. This inventory measures teachers’ metacognitive knowledge about self and pedagogy, regulation on planning and monitoring, reflection and experiences. Whereas the original inventory had six dimensions and 28 items, a better fit was found with seven dimensions and 26 items. The extra dimension reflected a split of Teacher Metacognitive Experiences into positive and negative ones. The seven-dimension structure had good reliability and validity. The instrument was also invariant across gender, level (i.e., primary and secondary school teachers) and years of experience. Together, the results suggest that the TMI was an effective instrument and could be used to assess teacher metacognition in educational settings or for teachers to reflect on their metacognition and metacognitive practice, as suggested by the original developers of the scale.en
dc.description.urihttps://doi.org/10.1007/s12144-021-01622-w-
dc.language.isoenen
dc.subjectTeacher metacognitionen
dc.subjectReflective teacheren
dc.subjectTeacher professional developmenten
dc.titleValidity and reliability of an English translation of the Teacher Metacognition Inventory (TMI) with mathematics teachers in Singaporeen
dc.typeArticleen
dc.description.projectAFR 03/17 TLS-
dc.grant.idMOE Academies Fund (MAF)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
Appears in Collections:Journal Articles
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