Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

979 - 993, 26.03.2021

Arif Sarıçoban , Ozkan Kırmızı

https://doi.org/10.17263/jlls.904100

Abstract

The aim of the present study is to see potential correlations between and among pre-service EFL teachers’ epistemological cognitions, perceived engagement levels, and instructional preferences. To this end, 149 pre-service teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers’ instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.

Keywords

epistemic cognition, instructional preferences, perceived engagement beliefs, pre-service EFL teachers

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