Embedding Metacognitive Awareness and Problem-Solving Skills: Insights from EFL Pre-Service Teachers
Keywords:
digital era, EFL pre-service teachers, metacognitive awareness, problem-solving skills, reflective teaching practiceAbstract
Metacognitive awareness and problem-solving skills are widely regarded as essential competencies for pre-service teachers in the digital era. These abilities enable future teachers to reflect on their teaching strategies, adapt to classroom challenges, and integrate technology effectively in English as a Foreign Language (EFL) context. This study explores pre-service teachers’ perceptions of their metacognitive awareness and problem-solving skills after participating in teaching practicum. A survey involving 58 participants employed a structured questionnaire to assess their capacities in planning, monitoring, evaluating, and addressing classroom-related problems. The findings reveal consistently positive responses across all components, suggesting that participants perceive themselves as capable of regulating teaching processes and managing pedagogical challenges. Respondents highlighted strong competencies in lesson planning, adjusting strategies, and generating effective classroom solutions. These results underscore the significance of teaching practicum in fostering reflective teaching practice and adaptive problem-solving, both of which are crucial for navigating the complexities of digital-era classrooms. The study emphasizes the need to empower teacher education by embedding metacognitive and problem-solving competencies explicitly within teacher education and professional development programs.
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