The Relation among Metacognitive Awareness, Self-Efficacy Towards Teaching Profession and Problem Solving Skills of Teacher Candidates

Bars, Mehmet; Oral, Behçet

doi:10.14689/ejer.2017.72.6

Cited by 11 publications

(14 citation statements)

References 15 publications

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“…Metacognitive awareness takes part in the focus of recognizing the skills to think and learning how to learn [44]. Considering that learning continues throughout life, it can be said that individuals who are aware of how they learn is of great importance in terms of learning to learn [45]. In a sense, metacognition is an important skill for lifelong learning [27] and underlie lifelong learning [46].…”

Section: Metacognitive Awarenessmentioning

confidence: 99%

“…Usually inventories with Cronbach Alpha reliability coefficients of .70 and higher are accepted as reliable [56]. However it is stated that Cronbach Alpha reliable coefficients over .50 can be a measure for inventories that have less items [45]. According to this knowledge, it can be propounded that the MAI and its sub-dimensions are acceptably reliable.…”

Section: Sample and Data Collectionmentioning

confidence: 99%

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The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

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The goal of this study is to specify the metacognitive awareness levels of the classroom and preschool teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using "Metacognitive Awareness Inventory (MAI)" which was developed by Schraw and Dennison [1] translated into Turkish by Akın, Arabacı & Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and preschool teachers' awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.

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Section: Metacognitive Awarenessmentioning

confidence: 99%

Section: Sample and Data Collectionmentioning

confidence: 99%

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

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“…To resolve a conflict, one needs both cognitive intelligence and self-efficacy. The correlation between problem-solving and self-efficacy has been evident (Ancel, Erkal & Gencturk, 2015;Ancel, 2016;Bars & Oral, 2017). Self-efficacy is part of the social cognitive theory, which suggests that to succeed in doing tasks and achieve goals, someone needs to believe in him/herself (Bandura, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-Solving Skills and Self-Efficacy

Fitriani¹,

Zubaidah²,

Susilo³

et al. 2020

EJER

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This study aimed to investigate the potential effects of problem-based learning (PBL), predict observe explain (POE), and PBLPOE on students' problem-solving skills and self-efficacy in Biology. This research is based on various facts that problem-solving skills and selfefficacy of Indonesian students in biology subjects are still low.Research Methods: This quasi-experiment employed a pretest-posttest non-equivalent control group design. One hundred and thirty-two (132) tenth graders (aged 15 to 17) from Bengkulu, Indonesia, participated in this study. The participants were homogenous concerning academic abilities. Data were collected using an essay test and observation sheets.

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“…Self-efficacy beliefs have important effects on cognitive performance, too. Previous research has demonstrated that those with higher self-efficacy levels achieve better scores on cognitive tasks such as problem solving and recall (Bars & Oral, 2017; Cervone, Mor, Orom, Shadel, & Scott, 2004). In the same vein, self-efficacy also has a crucial role in the formation of musical identity (Hargreaves, Welch, Purves, & Marshall, 2003).…”

mentioning

confidence: 99%

Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching

Burak

2019

International Journal of Music Education

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Pre-service non-music major teachers deem music and music teaching essential, but they do not perceive themselves to be competent in this field due to various reasons. This research aims to reveal the effects of factors such as gender, age, the year of study they are currently in at university, and musical experience on their self-efficacy in music skills and music teaching. The research was conducted with the participation of 395 pre-service teachers studying pre-school education and classroom teaching in the department of basic education in the faculty of education. The data were collected by employing the self-efficacy scale developed for musical abilities and music teaching. The findings of the research indicate that while the self-efficacy of the participants in musical abilities and music teaching does not show meaningful difference by gender, it does show meaningful difference according to the year they are in at university. According to the regression analyses, the important variables predicting perceived musical ability are music teaching self-efficacy, having previously played an instrument, and currently playing an instrument. However, the variable of music teaching self-efficacy is predicted meaningfully only by musical ability self-efficacy.

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The Relation among Metacognitive Awareness, Self-Efficacy Towards Teaching Profession and Problem Solving Skills of Teacher Candidates

Cited by 11 publications

References 15 publications

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

The Effects of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-Solving Skills and Self-Efficacy

Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching

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