The Effect of 21st Century Learner Skills and Metacognitive Awareness on Early Teacher Identity
نویسندگان
چکیده
This study aims at identifying the effect of pre-service teachers’ 21st century learner skills and metacognitive awareness on their early teacher identity. Employing a correlational design, collected data from 523 teachers studying AfyonKocatepe University, Turkey, in 2020-2021 academic year. The instruments used collection process were “21st Century Learner Skills Use Scale”, “Metacognitive Awareness “Early Teacher Identity Measure”. revealed medium high-level positive relationships between awareness, identity, Additionally, significantly predicted identity have
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ژورنال
عنوان ژورنال: Shanlax International Journal of Education
سال: 2022
ISSN: ['2582-1334']
DOI: https://doi.org/10.34293/education.v10is1-aug.4873