The Metacognitive Skills of Teachers

Age.
In the study on the Science Teachers Self Perception

about Metacognition by Mohammed Yousef Mai (2015), which deals
at measuring perception of science teachers about metacognitive
awareness,
Metacognitive
awareness
was
measured
using
Metacognitive Awareness Inventory for Teachers (MAIT) developed

by Cem Balcikanli (2011).The results reveals that the science
teachers have a high level of perception about metacognition. No
significant differences found related to teachers gender or age.
Although there are no significant differences found related to
the
teachers'
gender,
but
there
is
significant
difference
found related to the teachers' age and there is an interaction

between teachers' age and educational level.
Another
Professional
study
on
Educators
the
by
Metacognitive
Cooper
and
Development
Stewart
for
of
the
undergraduate in the year 2007, shows that age was significantly

correlated with metacognitive regulation. Within the group of
experienced
teachers,
age
was
significantly
correlated
with
metacognitive regulation score and with total MAI score, but not
with knowledge score. Metacognitive knowledge, regulation, and
total MAI score were all strongly correlated with age.
Length
of
Service.
In
the
study
on
the
Metacognitive
Development in Professional Educators by Cooper and Stewart in

the year 2007, the research study queried whether metacognitive
awareness
increases
with
years
of
teaching
experience.
The
result shows that metacognitive regulation and total MAI score

did
show
significant
correlation
experience. Metacognitive
with
regulation
years
appeared
of
to
teaching
be
the
component that contributed to increased metacognitive awareness

among the experienced teachers.
Educational
Qualification.
In
America,
the
national
dialogue about the expanding nurse faculty shortage has piqued

the interest of many nurses in practice and motivated them to
pursue a
teaching role.
(Penn,
2015).
Though
eager to share
their clinical expertise as nurse educators, many of them have

questions about what is required to transition from the clinical
practice setting to the academic environment, even on a parttime
basis.
expected
Graduate
preparation
education
for
in
full-time
nursing
is
faculty
generally
roles.
the
Faculty
members in the entry-level nursing programs are expected to have

graduate-level academic preparation and advanced expertise in
the areas of content they teach. This expectation is consistent
with most nursing programs offered at both community colleges
and senior colleges and universities. However, individual school
standards,
State
Boards
of
Nursing,
and
professional
organizations also influence the academic preparation required

of faculty in a given situation. Hence some faculty positions
may require varying levels of academic preparation. Masters and
doctoral degree programs often include in their degree programs
minor concentrations and/or a track or focus area in education.

In
many
schools,
faculty
are
expected
to
teach
at
multiple
levels, so the more educational preparation they have, the more

versatile they can be (Penn, 2015)
In
over
academic
the
circles,
masters
there
degree
in
currently
nursing
is
much
education
discussion
as
adequate
preparation for teaching at the baccalaureate level. Individuals

with
masters
degree
in
nursing
education
may
not
be
adequately prepared to teach full-time or to be competitive for

faculty roles in professional nursing programs due to their lack
of
advanced
teaching
with
(graduate-level)
a
masters
clinical
degree
in
preparation.
nursing
Someone
education,
but
without advanced clinical education or expertise, is actually

teaching nursing content based on their baccalaureate clinical
preparation (Bartels, 2007). The analogy often used is that a
biology
professor
collegiate
level
would
based
not
be
allowed
to
only
on
his
her
or
teach
at
the
baccalaureate
coursework, even if the professor held a masters degree in

education. Any profession expects its faculty to have advanced
preparation in the discipline, such as nursing or biology, in
order
to
discipline.
teach
others
the
most
current
content
in
the

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Age.

In the study on the Science Teachers Self Perception

Metacognitive Awareness Inventory for Teachers (MAIT) developed

found related to the teachers' age and there is an interaction

undergraduate in the year 2007, shows that age was significantly

Development in Professional Educators by Cooper and Stewart in

result shows that metacognitive regulation and total MAI score

component that contributed to increased metacognitive awareness

dialogue about the expanding nurse faculty shortage has piqued

their clinical expertise as nurse educators, many of them have

members in the entry-level nursing programs are expected to have

organizations also influence the academic preparation required

minor concentrations and/or a track or focus area in education.

levels, so the more educational preparation they have, the more

preparation for teaching at the baccalaureate level. Individuals

adequately prepared to teach full-time or to be competitive for

without advanced clinical education or expertise, is actually

coursework, even if the professor held a masters degree in

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