Abstract
The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.
Highlights
Incidences throughout the day and associated changes cause individuals to be in need of new learning issues
Gunstone and Northfield (1994) state that metacognitive teaching should be at the center of teacher’s education. From this perspective, based on teachers who constitute one of the most important variables of learning-teaching environment, this study aims to examine metacognitive awareness of prospective teachers at the last grade at Ziya Gökalp Faculty of Education and prospective teachers in the teaching certificate program in the 2014-2015 academic years, who will be the teachers of the future, in terms of some variables
This section lists the findings obtained from statistical analysis of data collected to examine metacognitive awareness of prospective teachers
Summary
Incidences throughout the day and associated changes cause individuals to be in need of new learning issues In this respect, to meet these needs for learning, as learning in school is limited in time, the individual needs lifelong learning to acquire the required information and skill in every moment of life. The individual, who learns how to learn, knows how to reach information is aware of the learning activities and can keep the learning process under control by directing learning events It is, very important to develop individuals who learn how to learn. The individual is aware of his/her own learning skills and learning is facilitated and becomes continuous if he/she manages to direct them This raises the importance of metacognition which includes the learning process of learners and stages of this process such as self-monitoring, control and assessment and contributes to the individual's learning how to learn
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