Abstract
The Metacognitive and Neurocognitive Awareness Inventory (MNAI) was developed to evaluate the metacognitive and neurocognitive awareness levels of prospective teachers. This article details the development and validation processes for the MNAI, addressing a key research gap with empirical evidence. Data were collected from a sample of 91 B.Sc. B.Ed. students enrolled in a four-year integrated teacher training program. The MNAI consists of 68 items divided into six subscales. The first three subscales, focused on metacognition, assess planning, monitoring, and evaluation to support teachers in self-regulating their instructional strategies. The remaining three subscales target neurocognitive functions, examining attention, strategic planning, and executive functioning to enhance cognitive processing and the execution of planned content. The analysis examined redundancy, internal consistency, and construct validity to assess the reliability and relationship between metacognition and neurocognition. The overall internal consistency, using Cronbach’s alpha, was 0.892, indicating strong reliability. Construct validity, assessed by Kaiser-Meyer-Olkin (KMO) measure, was 0.825, and the Bartlett’s test yielded a significant chi-square value of 246.880. The correlation coefficient (r = 0.585) demonstrated a positive relationship between metacognitive and neurocognitive aspects. This study aims to inform the teaching community, encouraging an awareness of self-regulation in teaching practices to foster contemporary improvements in educational methodologies.
Keywords: Metacognition, Neurocognition, Teacher Education, Teaching Strategy