METACOGNITIVE INTERVENTION STRATEGIES IN ENHANCING TEACHING COMPETENCY AMONG PROSPECTIVE TEACHERS

Abstract

Teacher education is concerned with shaping future teachers. In this aspect the term teacher education is a more comprehensive one and has greater implications. The training for competency has always been and still is largely training for creating abilities or qualities that are to be followed in actual job situation/context. 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. By implementing this strategy the graduate teacher training students, were able to internalize their ideas to bring out the concept perfectly due to self-regulation, a component of Metacognitive intervention. Planning, monitoring and evaluating are the other three dimensions under metacognitive intervention that were used by the investigator to enhance the teaching competency of graduate teacher training students.   The investigator suggests that this experiment will definitely help the future teachers to take their roles confidently by enhancing their teaching competency in the classroom situation. There is an urgent need to steer our efforts towards the implementation of Metacognitive intervention strategies to enhance teaching competency at all levels of Teacher Education.