Examination of teacher's problem positioning skills, problem position self-efficiency beliefs and metacognitive awareness levels

In this research, to determine the problem posing self-efficacy beliefs, metacognitive awareness levels and problem posing skills of the teacher candidates in the sub-learning area of "Fractions and Operations with Fractions"; It was aimed to compare these components according to gender and branch variables. Survey research method, which is one of the quantitative research methods, was used in the study. The study group of the research consists of pre-service teachers studying in the Elementary Mathematics Teaching and Classroom Teaching programs of a state university in the 2021-2022 academic year. The data of the research were collected with the Problem Posing Self-Efficacy Belief Scale, Metacognitive Awareness Inventory and the Problem Posing Test developed within the scope of the research. Descriptive statistics, independent groups t-test, Mann Whitney U, correlation analysis and simple linear regression analysis were used in the analysis of the data. As a result of the tests, it was seen that the problem posing self-efficacy beliefs and metacognitive awareness levels of the pre-service teachers were at a high level, and their problem posing skills were at a moderate level. The self-efficacy beliefs of teacher candidates do not differ according to gender, but there is a significant difference in favor of primary school teacher candidates according to the branch; It was found that awareness levels did not differ according to gender, and there was a significant difference in favor of primary school teacher candidates in evaluation, debugging and information management sub-factors according to the branch variable. It was observed that the problem posing skills of teacher candidates did not differ according to gender and branch. There was a high level of positive significance between pre-service teachers' self-efficacy beliefs and awareness levels; It has been determined that there is a moderately significant positive relationship between self-efficacy belief and problem posing skills and awareness levels and problem posing skills. Keywords: Problem posing skill, self-efficacy belief in problem posing, metacognitive awareness. metacognitive awareness.