The Power of Pre-service Teachers' Metacognitive Skill Perceptions and Epistemological Beliefs in Predicting Intercultural Sensitivity

Öz

This study was designed based on the idea that both epistemological beliefs and metacognition can be effective in interpreting information in a cultural context and being sensitive to different cultures. The study aims to investigate the relationships among pre-service teachers' perceptions of metacognitive skills, epistemological beliefs, and intercultural sensitivity perceptions, and to determine the predictive power of metacognitive skill perceptions and epistemological belief variables in predicting intercultural sensitivity. This study used a correlational design, one of the quantitative research methods. Data were collected from 287 pre-service teachers enrolled at two different universities in different regions of Turkey. The data collection tools included the Metacognitive Skill Perceptions Scale, the Epistemological Belief Scale, and the Intercultural Sensitivity Scale. Data analysis was performed using the Pearson Product-Moment Correlation coefficient to examine the relationships between the scores obtained from the sub-scales of the scales. Multiple linear regression analysis was conducted to solve the sub-problems related to the prediction. The study's findings indicated that pre-service teachers' perceptions of metacognitive skills and epistemological beliefs were significant predictors of their perceptions of intercultural sensitivity (R = 0.599, R² = 0.359, p < .05). However, it was concluded that metacognitive skill perceptions had a stronger predictive power for intercultural sensitivity compared to epistemological beliefs. It is believed that understanding the relationship and importance of epistemological beliefs and metacognitive awareness in relation to the development of intercultural sensitivity will contribute to the development of effective teacher training programs.

Anahtar Kelimeler

• epistemological beliefs
• Intercultural sensitivity
• metacognitive skills

Öğretmen Adaylarının Bilişsel Farkındalık Beceri Algıları ve Epistemolojik İnançlarının Kültürlerarası Duyarlılığı Yordama Gücü

Öz

Bilgiyi kültürel bağlamda yorumlayabilmede ve farklı kültürlere duyarlı olabilmede hem epistemolojik inançların hem bilişsel farkındalığın etkili olabileceği düşüncesinden hareketle bu araştırma tasarlanmıştır. Bu araştırma, öğretmen adaylarının bilişsel farkındalık beceri algıları, epistemolojik inançları ile kültürlerarası duyarlılık algıları arasındaki ilişkiyi ve bununla birlikte bilişsel farkındalık ve epistemolojik inanç değişkenlerinin, kültürlerarası duyarlılığı yordama gücünü belirlemeyi amaçlamaktadır. Bu araştırma, nicel araştırma yöntemlerinden ilişkisel desene göre tasarlanmıştır Araştırmanın verileri, Türkiye’nin farklı bölgelerinde yer alan iki farklı Üniversitede öğrenim gören 287 öğretmen adayından toplanmıştır. Verilerin toplanmasında, Bilişsel Farkındalık Beceri Algısı, Epistemolojik İnanç ve Kültürlerarası Duyarlılık ölçekleri kullanılmıştır. Verilerin analizinde, ölçeklerin alt boyutlarından elde edilen puanlar arasındaki ilişkiyi incelemek amacıyla Pearson Momentler Çarpım Korelasyon katsayısı hesaplanmıştır. Yordama ile ilgili alt problemlerin çözümü için çoklu doğrusal regresyon analizi yapılmıştır. Bu araştırmanın bulguları, öğretmen adaylarının üstbilişsel beceri ve epistemolojik inanç algılarının kültürlerarası duyarlılık algılarının anlamlı yordayıcıları olduğunu göstermiştir (R = 0.599, R² = 0.359, p < .05). Bununla birlikte epistemolojik inançlara kıyasla, üstbilişsel beceri algılarının kültürlerarası duyarlılık için daha güçlü bir yordama gücüne sahip olduğu sonucuna ulaşılmıştır. Epistemolojik inançların ve üstbilişsel farkındalığın kültürlerarası duyarlılık gelişimi ile ilişkisinin ve öneminin bilinmesinin öğretmen yetiştirme programlarının geliştirilmesine katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

• epistemolojik inanç
• Kültürlerarası duyarlılık
• bilişötesi beceriler

Kaynakça

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