Öğretmen Adaylarının Öz Yönetimli Öğrenmeye Hazırbulunuşluk Düzeylerinin Üst-Bilişsel Farkındalık Düzeyleri Açısından Yordanması

Abstract

The aim of the study is to examine the relation between teacher candidates’ metacognitive awareness level and self-directed learning level and to test predictive power of metacognitive awareness level on self-directed learning readiness levels. The study group consists of third and fourth year students in various departments of Education Faculty of Dicle University, Gaziosmanpaşa University and Hacettepe University. 318 people participated in research. 216 of them were females and 102 were males. Data were collected from participants with “Self-Directed Learning Readiness Scale” and “Metacognitive Awareness Inventory”. The sub-dimensions of self-directed learning readiness scale are self-management, desire for learning and self-control. The sub-dimensions of metacognitive awareness are cognitive information and cognitive regulation. According to the research findings, a positive and higher-up level relation was found between cognitive information, cognitive regulation and self-management, desire for learning, self-control. Besides, it was attained to the finding that the variables of cognitive information and cognitive regulation predict self-management, desire for learning and self-control variables significantly. It can consequently be said that teacher candidates’, whose metacognitive awareness increases, self-directed learning readiness also increases. So teacher candidates should be graduated as that they have metacognitive awareness and were provided in self-directed learning readiness.