A STUDY ON "TEACHER EFFICACY PERCEPTIONS" AND "METACOGNITIVE LEARNING STRATEGIES" OF PROSPECTIVE TEACHERS

Abstract

This research was conducted to investigate whether there is a meaningful relationship between "Teacher Efficacy Perceptions" and "Metacognitive Learning Strategies" of prospective English teachers and whether "Teacher Efficacy Perceptions" and "Metacognitive Learning Strategies" of prospective English teachers differentiate depending on sex and grade levels. 172 prospective teachers studying at Mugla University Faculty of Education, Division of English are the participants of the research. Research results indicate that the standard of attainments about "Teacher Efficacy Perceptions" and "Self Efficacy Perceptions" are founded at acceptable level. While the level of "Teacher Efficacy Perceptions" does not show a difference depending on sex, it is revealed that there is a meaningful difference between first grade and third grade prospective teachers. While "Metacognitive Learning Strategies" do not show a difference depending on their sex and grades. There is also a meaningful relationship between "Teacher Efficacy Perceptions" and "Metacognitive Learning Strategies" of prospective English teachers.