The Relationship Between the Entrepreneurship Characteristics and Metacognitive Awareness Levels of Pre-service Teachers

Burcu Duman

doi:10.11114/jets.v6i5.3080

Abstract

The purpose of this study is to determine the relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Qualitative research method is used in this study and the study is designed as a relational survey. The sample of the study was 441 pre-service teachers studying at the faculty of education of a public university in Turkey during the spring semester in 2015-2016 academic year. Random sampling was used to determine the sample group. The instruments used to collect the data in the study were “Metacognitive Awareness Scale for Pre-service Teachers (MASP)” developed by Duman (2013) and “Entrepreneurship Scale for University Students (ESUS)” developed by Yılmaz and Sünbül (2009). SPSS-22 package program was used to analyze the collected data. In determining the relationships between the scores from MASP and ESUS scales, pearson product-moment correlation analysis was conducted. In determining MASP’s prediction of the scores from the ESUS scale multiple linear regression analysis was used. The results indicated a positive relationship at medium level between entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers (r=.565 p<0.01). In addition, there are significant positive relationships between entrepreneurship characteristics and all sub-scales of MASP. It was found that the metacognitive awareness levels of pre-service teachers predicted their entrepreneurship characteristics at a rate of 43%. It is possible to say that activities towards improving metacognitive awareness could have positive impacts on entrepreneurship.

Highlights

The Modern trends in education focus on student-centered and constructive approach rather than the traditional teacher-centered approach (Douville & Pugalee 2003, 62)
When it is taken into consideration that it has become an important issue for universities and governments to encourage entrepreneurship among students (Ling et al, 2011, 2), it is worth investigating the relationship between entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers who study at university to be able to educate the generations
The correlation between entrepreneurship characteristics and metacognitive awareness level was surveyed, and the predictive power of metacognitive awareness on entrepreneurship characteristics was analyzed in order to examine the relationship between entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers

Summary

Introduction

The Modern trends in education focus on student-centered and constructive approach rather than the traditional teacher-centered approach (Douville & Pugalee 2003, 62). Defined as “systematic thinking” and “learning to learn” Gelen (2004, 6) the concept of metacognition emphasizes one’s awareness in thinking and learning. Metacognition is based on the hypothesis that support “When one comprehends how his/her cognitive processes work, s/he can control them and reorganize them for more efficient learning.” (Ülgen, 1997). This premise makes metacognition important in learning (Yurdakul & Demirel, 2011, 72). Metacognition can be expressed as the awareness and control of one’s own thinking process (Flavell, 1979; Wellman, 1985, 1; Hacker & Dunlosky, 2003; Jager, Jensen & Reezigt, 2005; Baker, 2010)

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Conclusion