Bars, MehmetOral, Behcet2024-04-242024-04-2420162148-239Xhttps://doi.org/10.14527/pegegog.2016.025https://search.trdizin.gov.tr/yayin/detay/210978https://hdl.handle.net/11468/18457The 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 Gokalp 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 Akin, Abaci and Cetin (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.eninfo:eu-repo/semantics/openAccessMetacognitionProspective TeacherGenderField Of StudyArticle64513548WOS:00040553280000621097810.14527/pegegog.2016.025N/A