Prospective teachers’ metacognitive awareness levels of reading strategies
Article Sidebar
Main Article Content
Abstract
Abstract
The main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.
Keywords: Metacognitive awareness, reading strategies, prospective teachers.
*
Downloads
Article Details
Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi (BD-Center)is a gold open-access publisher. At the point of publication, all articles from our portfolio of journals are immediately and permanently accessible online free of charge. BD-Center articles are published under the CC-BY license [Attribution 4.0 International (CC BY 4.0)], which permits unrestricted use, distribution, and reproduction in any medium, provided the original authors and the source are credited.