NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950228
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0144-3410
Prospective Early Childhood Educators' Meta-Cognitive Knowledge and Teacher Self-Efficacy: Exploring Domain-Specific Associations
Kim, Yeon Ha
Educational Psychology, v31 n6 p707-721 2011
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. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea