Source of Publication
Journal of Educators Online
This study investigated the development of preservice teachers’ metacognitive knowledge and self-regulation in online learning using the reflective practice model. The study was conducted during the COVID-19 pandemic when learning moved completely online. The participants were preservice teachers in an early childhood program in the United Arab Emirates (UAE). A sequential mixed-method approach using quantitative and qualitative data was used. The study’s results reveal that preservice teachers were able to develop their metacognitive knowledge and regulation due to their use of the reflective model. The preservice teachers set new goals for themselves to achieve and prepare for their future jobs.
Grand Canyon University
Metacognitive knowledge, metacognitive regulations, online learning, reflective practice, self-regulation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Elsayary, Areej and Mohebi, Laila, "The Development of Preservice Teachers’ Metacognitive Knowledge and Self-regulation in Online Learning" (2023). All Works. 6027.
Indexed in Scopus
Open Access Type
Gold: This publication is openly available in an open access journal/series