Bulut, İlhami2022-08-082022-08-082018Bulut, İ., (2018). The levels of classroom and pre-school teachers' metacognitive awareness. Universal Journal of Educational Research, 6(12), 2697-2706.2332-3205https://www.hrpub.org/journals/article_info.php?aid=7547https://hdl.handle.net/11468/10150The goal of this study is to specify the metacognitive awareness levels of the classroom and pre-school teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using “Metacognitive Awareness Inventory (MAI)” which was developed by Schraw and Dennison [1] translated into Turkish by Akın, Arabacı & Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and pre-school teachers’ awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.eninfo:eu-repo/semantics/openAccessClassroom and pre-school teachersMetacognitive awarenessMetacognitive skillsArticle612269727062-s2.0-8506164102410.13189/ujer.2018.061201N/A