Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

Chwee Beng Lee Nanyang Technological University, National Institute of Education, SingaporeCorrespondence[email protected]

Timothy Teo Nanyang Technological University, National Institute of Education, Singapore

Ching Sing Chai Nanyang Technological University, National Institute of Education, Singapore

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Gulfem Dilek Yurttas-Kumlu. (2022) Metaconceptual activities of pre-service science teachers about the design of process to teach science concept. International Journal of Science Education 44:10, pages 1639-1658.
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Bahar ÜZÜMCÜ & Ece Emre MÜEZZİN. (2018) Öğretmenlerin Bilişsel Esneklik ve Mesleki Doyum Düzeyinin İncelenmesiInvestigation of the Level of Cognitive Flexibility and Job Satisfaction of Teachers. Sakarya University Journal of Education 8:1, pages 8-25.
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Özden Demir & Halil İbrahim Kaya. (2015) An investigation of relations between pre-service teachers' metacognition skill levels and their critical thinking situations. Pegem Eğitim ve Öğretim Dergisi 5:1, pages 35-68.
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Umran Betul Cebesoy. (2015) Fen Bilgisi Öğretmen Adaylarının Fizik Dersine Yönelik Özdüzenleme Becerilerine Yönelik Algılarının İncelenmesi. Turkish Journal of Education 2:17339, pages 0.
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Anthony Thorpe & Duong Thi Hoai Tran. (2015) Understandings of the role of subject leaders in the professional development of beginning teachers within a school department: A Vietnamese perspective. International Journal of Educational Research 71, pages 108-117.
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Marthie S. Van der Walt. (2014) Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 33:1.
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Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

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Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

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