Prospective early childhood educators’ meta-cognitive knowledge and teacher self-efficacy: exploring domain-specific associations

摘要

The present study explored South Korean prospective early childhood educators’ situation-specific meta-cognitive knowledge about five problem-solving strategies, investigating whether situated strategic knowledge contributed to teacher self-efficacy domains. Overall, pre-service teachers with higher meta-cognitive knowledge were found to have higher teacher self-efficacy, but the strength of correlations differed according to types of strategies (free production, analogy, step-by-step analysis, visualisation and combining) and situations (interpersonal, practical, study). Through multiple regressions, meta-cognitive knowledge of the strategy-free production in practical situations emerged as the most powerful contributor to all teacher self-efficacy domains. With meta-cognitive knowledge of free production in practical situations as a domain-general predictor, each teacher self-efficacy domain was also found to involve a unique set of meta-cognitive features as contributors. The facets of the predictors imply that combinations of relevant strategic knowledge contribute to confidence in specific teaching domains.View full textDownload full textKeywordsmeta-cognitive knowledge, teacher self-efficacy, pre-service teachers, South KoreaRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01443410.2011.599924