Teachers Trainees and Metacognitive Strategies

Metacognition and Learning styles are significant factors that influence learning. Learners exhibit different learning styles that influence the way they make sense of the learning experiences. Metacognitive strategies are the set of some executive techniques of cognition which are consciously used by learners to achieve a specific learning purpose. The present study has made an attempt to explore the relationship among Learning Styles and Metacognitive Strategies of Teacher Trainees and determine the Learning Styles as positive predictor and contributor for Metacognitive Strategies of Teacher Trainees during their training programme. The data have been collected by using random sampling techniques, through administered the tools, Metacognitive Strategies scale, (self-made) and Learning styles Questionnaire (Developed and standardized by Peter Honey and Alan Mumford (1986) from 120 teacher Trainees from four teacher training Institutions affiliated to different universities of Odisha and recognized by NCTE. The collected data were analyzed using Product moment coefficient of correlation (r) and Regression analysis. The results of the study reveal that metacognitive strategies metacognitive strategies of teacher trainees are positively related with their Activist, Reflector, Theorist, Pragmatist Learning Styles, further, Theorist and Reflector learning styles are the strong predictors and contributors of planning, monitoring and evaluation Metacognitive strategy, and Theorist and Pragmatist learning styles are the strong predictors and contributors of Organizing Metacognitive strategy of teacher trainees of teacher trainees.