İngilizce Öğretmenliği ve Öğretmen Eğitiminde Öz-Yeterlik İnançları ve Üst Bilişsel Farkındalık

Abstract

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.

Keywords

• öğretmen öz-yeterliği
• üst-bilişsel farkındalık
• İngilizce öğretmeni eğitimi

Efficacy Beliefs and Metacognitive Awareness in English Language Teaching and Teacher Education

Abstract

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.

Keywords

• Teacher self-efficacy
• metacognitive awareness
• English language teacher education

References

1. Akin, A., Abaci, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Administration: Theory and Practice, 7(2), 671-678. Alcı, B., & Yüksel, G. (2012). An examination into self-efficacy, metacognition and academic performance of pre-service ELT students: Prediction and difference. Kalem International Journal of Education and Human Sciences, 2(1), 143-165.
2. Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, April 2002, 3-4.
3. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
4. Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. Educational Research and Reviews, 5(4), 175-188.
5. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
7. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
8. Baylor, A. L. (2002). Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents. Educational Technology Research and Development, 50(2), 5-22.

9. Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-270.
10. Bulut, I. (2018). The levels of classroom and pre-school teachers' metacognitive awareness. Universal Journal of Educational Research, 6(12), 2697-2706.
11. Campbell, J. (1996). A comparison of teacher efficacy for pre and in-service teachers in Scotland and America, Education, 117, 2-11.
12. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
13. Clark, S. & Newberry, M. (2019) Are we building preservice Teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47.
14. Chen, J., Brown, G. T., Hattie, J. A., & Millward, P. (2012). Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947.
15. Chen, Z., & Yeung, A. S. (2015). Self-efficacy in teaching Chinese as a foreign language in Australian schools. Australian Journal of Teacher Education, 40(8), 24-42.
16. Duffy, G. G., Miller, S., Parsons S. & Meloth M. (2009). Teachers as metacognitive professionals. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240-256). New York: Routledge/Taylor & Francis Group.
17. EAQUALS. (2013). The EAQUALS framework for language teacher training and development. Retrieved Sep 4, 2019, From https://www.eaquals.org/resources/eaquals-2013-board-report-and-accounts
18. Harrison, G. M., & Vallin, L. M. (2018). Evaluating the metacognitive awareness inventory using empirical factor-structure evidence. Metacognition and Learning, 13(1), 15-38. Hughes, A. J. (2019). Measuring metacognitive awareness: Applying multiple, triangulated, and mixed-methods approaches for an encompassing measure of metacognitive awareness. Journal of Technology Education, 30(2), 3-20.
19. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
20. Knoblauch, D., & Chase, M. A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
21. Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484.
22. Külekçi, G. (2011). A study on pre-service English teachers’ self-efficacy beliefs depending on some variables. International Online Journal of Educational Sciences, 3(1), 245-260.
23. Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3),40-58.
24. Ma, K., & Cavanagh, M. S. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7), 134-151.
25. Metallidou, P. (2009). Pre-service and in-service teachers' metacognitive knowledge about problem-solving strategies. Teaching and Teacher Education, 25(1), 76-82.
26. Nahrkhalaji, S. (2014). EFL teachers’ metacognitive awareness as a predictor of their professional success. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(6), 1665-1669.
27. Öz, H. (2015). Investigating pre-service English teachers’ metacognitive awareness. In H. Öz (Ed.), Language and communication research around the globe: Exploring untested ideas (pp. 35-58). New York: Untested Ideas Research Center.
28. Öz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia-Social and Behavioral Sciences, 232, 655-667.
29. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
30. Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria, VA: ASCD.
31. Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437.
32. Sarıçoban, A. (2015). Metacognitive awareness of pre-service English language teachers in terms of various variables. Procedia-Social and Behavioral Sciences, 186, 664-669.
33. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
34. Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
35. Sevimel, A., & Subasi, G. (2018). The factors affecting teacher efficacy perceptions of Turkish pre-service English language teachers. The Journal of Language Learning and Teaching, 8(1), 1-17.
36. Şendurur, E., Şendrurur, P., Mutlu, N., & Baser, V. G. (2011). Metacognitive awareness of pre-service teachers. International Journal on New Trends in Education and Their Implications, 2(4), 102-107.
37. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
38. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
39. Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751-761.
40. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.