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.

The purpose of the study is to define the reading comprehension strategies considered by pre-service classroom teachers to be applicable in the classroom and their practical designs related to these strategies in terms of selecting text appropriate strategy, and full and correct use of the strategies in reading process (pre-reading, during-reading, post-reading, whole reading process) in accordance with the conceptual framework defined in the literature. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 140 undergraduate students. Data collected through interviews, have been analysed with the help of document analysis method. Results indicate that pre-service teachers have used almost half of strategies defined as pre-reading strategies in the literature. Among the used strategies, the most repeated ones are guesses by visuals and stimulating prior knowledge. According to another finding of the study, pre-service teachers used only a few of the during-reading strategies defined in the literature. Finally, pre-service teachers designed post-reading strategies the most, and the strategy variation was accordingly the most for post-reading.

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Bu çalışmanın amacı, sınıf öğretmeni adaylarının bilgi okuryazarlığı standartlarına ilişkin düşüncelerini ve deneyimlerini incelemektir. Çalışma, nitel araştırma desenlerinden durum incelemesi deseninde gerçekleştirilmiştir. Çalışma grubu, Necmettin Erbakan Üniversitesi, Ahmet Keleşoğlu Eğitim Fakültesi Sınıf Öğretmenliği programında öğrenim gören 73 dördüncü sınıf öğretmen adayından oluşmuştur. Veriler 2014/2015 bahar yarıyılında cevapların yazılı olarak alındığı açık-uçlu sorulardan oluşan anket yoluyla elde edilmiştir. Araştırma sonuçlarına göre; sınıf öğretmeni adayları bilgiye ulaşırken gereksinimlerini göz önünde bulundurarak karar vermektedirler. Sınıf öğretmeni adayları bilgiye ulaşırken çoğunlukla elektronik-internet kaynaklarını tercih etmektedirler. Sınıf öğretmeni adayları bilgilerin doğruluğuna karar verirken çoğunlukla birden çok kaynağa ulaşarak karşılaştırmayı tercih etmekte ve bilgilerin hayata dönük olmasını göz önünde bulundurmaktadırlar. Sınıf öğretmeni adayları edindikleri bilgileri kullanırken, çoğunlukla bilgilerin problemleri çözebilmesine ve bilgilerin uygulanacağı yere göre karar vermektedirler. Sınıf öğretmeni adayları bilgi kaynaklarının kullanımında etik ve yasal düzenlemelerin uygulanması ve sınırlarının dikkatlice belirlenmesi gerektiğini ileri sürmektedirler.

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.*