Efficacy Beliefs and Metacognitive Awareness in English Language Teaching and Teacher Education

Teacher self-efficacy and metacognitive awareness could be regarded as significant in teaching teacher education due to psychological cognitive aspects of them which are directly linked quality since 21st century skills involve elaborate use also necessitate teachers having those well, is part awareness. Thus, this paper presents findings a mixed-method study that has been conducted with pre-service (N=97) in-service (N=53) English language on their perceived levels aimed explore any similarities or differences between the two groups variables taking into account comparison reveal further issues consider such factor leading them. For purpose, scale developed validated by researchers Metacognitive Awareness Inventory (Schraw & Dennison, 1994) were administered participants followed semi-structured interviews focusing in-depth analyses quantitative data. The indicated had higher than whereas not significantly different. Qualitative data, other hand, suggested number factors difference.