Bilişsel becerilerin etkili biçimde kullanılmasını içeren 21. Yüzyıl becerilerinin vurgulandığı bir eğitim sisteminde, öğretmenlerin de bu becerilere sahip olması gerektiğinden dolayı, öğretmen öz-yeterliği ve üst bilişsel farkındalık kavramları etkili öğretim ile doğrudan ilişkili psikolojik ve bilişsel yönleri nedeniyle öğretimde ve öğretmen eğitiminde önemli yer tutmaktadır. Bu doğrultuda, bu makale, gruplar arası karşılaştırmanın olası benzerlik ve farklılıkları ve bu farklılıklara sebep olabilecek etmenleri ortaya çıkarabileceği düşüncesiyle, 97 İngilizce öğretmeni adayı ve 54 İngilizce öğretmeninin öz-yeterlik ve üst bilişsel farkındalıkları konularındaki algılarını karşılaştıran karma çalışma yöntemiyle yürütülmüş bir çalışmanın bulgularını sunmaktadır. Bu amaçla, araştırmacılar tarafından geliştirilen ve geçerlik güvenilirlik analizleri yapılan öğretmen öz-yeterlik ölçeği ve Üst Bilişsel Farkındalık Envanteri (Schraw & Dennison, 1994) katılımcılara uygulanmış ve nicel veri yarı yapılandırılmış görüşmelerden elde edilen nitel veri ile desteklenmiştir. Çalışmanın bulguları, hizmet içi İngilizce öğretmenlerinin hizmet öncesi İngilizce öğretmenlerinden daha yüksek üst bilişsel farkındalık düzeyine sahip olduğunu ortaya koymuştur, ancak iki grup arasında öğretmen öz-yeterliği bakımından önemli bir fark gözlenmemiştir. Çalışmanın nitel verisi ise bu farklılıklara sebep olan birtakım etmenler ortaya koymuştur.
Teacher self-efficacy and metacognitive awareness could be regarded as significant in teaching and teacher education due to psychological and cognitive aspects of them which are directly linked to quality of teaching since 21st century skills which involve elaborate use of cognitive skills also necessitate teachers having those skills as well, which is part of metacognitive awareness. Thus, this paper presents findings of a mixed-method study that has been conducted with pre-service (N=97) and in-service (N=53) English language teachers on their perceived levels of teacher self-efficacy and metacognitive awareness and aimed to explore any similarities or differences between the two groups in the two variables taking into account that a comparison could reveal further issues to consider such as factor leading to them. For this purpose, teacher self-efficacy scale developed and validated by the researchers and Metacognitive Awareness Inventory (Schraw & Dennison, 1994) were administered to the participants and followed by semi-structured interviews focusing on in-depth analyses of quantitative data. The findings indicated that in-service teachers had higher levels of metacognitive awareness than pre-service teachers whereas levels of their teacher self-efficacy were not significantly different. Qualitative data, on the other hand, suggested a number of factors leading to that difference.
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