The effect of metacognitive strategies on prospective teachers' metacognitive awareness and self efficacy beliefs

The aim of this research is to identify the effects of the training which is based on metacognitive strategies on the metacognitive awareness, science teaching self efficacy beliefs and teacher self efficacy beliefs of Elementary School Teacher Education Department prospective teachers. Both quantitative and qualititative data collection methods have been used in this research. Experimental method with the control group of the pre-test and post-test has been used for the quantitative section of the research. Investigation has been carried out within the context of Science and Technology Traning-II course. Science and Technology Traning-II course content taught at experimental and control groups has been constituted in accordance with the teacher training curriculum of Higher Education Institution. Courses at experimental and control groups have been taught with the same methods. Additionally, asking questions and keeping diary as metacognitive strategies have been applied at experimental group. Metacognitive Awareness Inventory, Science Teaching Self Efficacy Belief Instrument and Teacher Self Efficacy Instrument as pre-post tests have been applied on the students at the experimental and control groups. Paired sample t-test, independent sample t-test, wilcoxon signed-ranks test and kruskal-wallis h-test have been applied during the ix analysis of the data obtained from the quantitative section of the research. Level of significance at comparisons has been assumed to be as .05.At the qualititative section of the research, six students have been selected via purposive sampling in order to monitor the change in metacognitive awarenesses of experimental group students. When determining these students, scores which the experimental group students got from the pre tests have been calculated and these scores have been assorted as low, medium and high. Later, two students from each group have been determined to join the interview. Afterwards situation of these students have been met with the academic member who lectured them the same course last semester and approval has been granted for all students except one of them in the upper group who has been modified in line with the reccommendations of the lecturer. Data has been analyzed by descriptive analysis method. After experimental process, metacognitive strategies have enhanced the teacher self efficacy beliefs and metacognitive awarenesses of the prospective teachers. Metacognitive strategies have not increased the science teaching self efficacy beliefs to a significant level that will make a difference with pre test. It has been realised as a result of the interviews that the students at experimental group became skilful at planning, monitoring and assessing which are metacognitive skills but it has been observed that they could not become skilful sufficient enough to self control themselves. These reccommendations hereinunder have been made in line with the conclusions obtained: Metacognitive strategies as a thinking and learning model must be existent within the context of the courses ?Teaching Principles and Methods? or ?Special Teaching Methods? which are already the lectures being held at institutions where teachers are being trained. As a result of this investigation it has been realised that asking questions and keeping a diary which are applied as metacognitive strategies had an affirmative effect on the students? metacognitive awarenesses and professional self efficacy perceptions. For that reason, metacognitive strategies must be promoted to be existent within the context of teacher training programs especially at courses on teaching profession as it shall enable the students to think on their thoughts and learning x processes. There are significant tasks for the academic members during upskilling metacognitive dexterities of prospective teachers. Courses and workshops must be held for these academic members to be aware of the significance of the metacognition and metacognitive strategies. Key Words: Metacognitive Strategies, Metacognitive Awareness, Science Teaching Self Efficacy, Teacher Self Efficacy