Akademik Veri Yönetim Sistemi
Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF) Dergisi, cilt.5, sa.3, ss.1293-1313, 2023 (Hakemli Dergi)
Nowadays, teachers are expected to have metacognitive skills and be able to use online technologies effectively. It is
believed that e-portfolio environments that incorporate reflection activities will be effective for acquiring these teacher
competencies. This study aims to examine the effect of e-portfolio environments with reflective activities on pre-service
teachers' metacognitive awareness and self-efficacy perceptions regarding online technologies. In the study that employed
a one-group pretest-posttest design, a convenient sampling technique was utilized. The Mahara e-portfolio platform was
utilized in the 12-week study involving 53 pre-service teachers in their third year of English language teaching at a state
university. The measurement tool developed by Miltiadou and Yu (2000) and adapted into Turkish by Horzum and Çakır
(2009) was used to assess self-efficacy perceptions of online technologies, whereas the measurement tool developed by
Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı, and Çetin (2007) was used to assess metacognitive
awareness. The results of the study indicated that the e-portfolio environment with reflection activities caused a significant
difference in pre-service teachers' metacognitive awareness and self-efficacy perceptions regarding online technologies.
With the exception of procedural knowledge and evaluation, significant increases were observed in the explanatory and
situational knowledge, planning, monitoring, and debugging subfactors of metacognitive awareness. It was also
discovered that there was a positive and statistically significant relationship between the self-efficacy perception of preservice teachers toward online technologies and their metacognitive awareness. The study's findings indicate that eportfolio environments with reflection activities are