Beden Eğitimi Öğretmen Adaylarının Bilişötesi Öğrenme Stratejileri, Akademik Öz-Yeterlikleri ve Öğretmenlik Mesleğine Yönelik Tutumları

Abstract

The purpose of this study was to analyze metacognitive learning strategies and academic selfefficacy perceptions of pre-service physical education (PE) teachers and their attitudes towards the profession of teaching according to some demographic variables, and to determine the relationship between these variables. This study was conducted on 610 pre-service PE teachers. The Metacognitive Learning Strategies Scale (MLSS), the Academic Self-Efficacy Scale (ASES) and the Teaching Profession Attitude Scale (TPAS) were administered on the participants. Descriptive statistical methods, t test, MANOVA, ANOVA and correlation analysis were used in the data analysis. Whereas significant difference was not found in the values of academic self-efficacy beliefs and attitudes toward teaching profession based on gender, significant differences were found in between some of the subscales of the MLSS. The scores of the female pre-service PE teachers were higher than male participants, and the scores of the participants from the MLSS, the ASES and the TPAS did not differ significantly regarding their grade levels. Additionally, significant positive correlations were observed between the scores of the MLSS, the ASES and the TPAS.