The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Abstract

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.