Resilience and Metacognitive Awareness of Preschool Teacher Candidates

This study aims to examine the resilience and metacognitive awareness of preschool teacher candidates, along with some demographic characteristics. The study is a causal comparative research, one of the relational survey models. A sample group of 236 teacher candidates was selected using simple random sampling method. The Resilience Attitude Skill scale was used to determine the resilience of teacher candidates, and the Metacognitive Awareness Scale for Teacher Candidates was used to examine their metacognitive awareness. Since the obtained data showed normal distribution, parametric tests were applied for analysis. According to the gender of teacher candidates, no significant differences were found in the sub-dimensions of the Resilience Attitude Skill scale, namely relationships and values orientation, independence and entrepreneurship, and humor. A significant difference was found in favor of male teacher candidates in the sub-dimensions of resilience, namely insight and creativity. There was no significant gender difference in the Metacognitive Awareness Scale among teacher candidates. The results indicated that the resilience and metacognitive awareness of teacher candidates did not vary according to class levels. A high positive correlation was identified between resilience attitude skill and metacognitive awareness scores. Metacognitive awareness was determined to be predictive of resilience attitude skills, and conversely, resilience attitude skills were found to be predictive of metacognitive awareness.