The pre-service educator preparation period is crucial in developing the competencies for highly effective educators who succeed in the classroom. In this regard, pre-service educators’ metacognitive awareness and sense of efficacy beliefs about their profession remain critical determinants of their success in teaching. Developing pre-service educators’ metacognitive awareness can promote their sense of efficacy when faced with challenges in their future profession. This presentation reports on part of a larger quantitative study on the relationship between metacognitive awareness, teaching perspectives, and sense of efficacy of pre-service educators. The aim of this presentation is therefore to investigate the mediating effect of metacognitive awareness on the sense of efficacy of pre-service educators. The study adopted a quantitative research approach, underpinned by post-positivism paradigm. A sample of 683 pre-service educators completed the Metacognitive Awareness Inventory for Teachers (MAIT) and the Teachers’ Sense of Efficacy Scale (TSES. The Social Packages for the Social Sciences (SPSS) was used to analyze data. The correlation between the latent variables was examined using structural equation modelling (SEM). The results of the study indicate a significant correlation between the variables of metacognitive awareness and sense of efficacy. This suggest that the results from individual profiles on the MAIT and TSES could inform pre-service educators about their underlying teaching assumptions, consequently, this could improve their teaching practices.

Authors:
Matthews Makunye, North-West University, South Africa
Divan Jagals, North-West University, South Africa

About the Presenter(s)
Dr. Matiase Matthews Makunye is currently a lecturer in the School for Professional Studies in Education at the North-West University, Mahikeng Campus, South Africa. His research focus is in metacognition for pre-service teachers.

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