The Metacognitive Awareness Levels of Religious Education Teachers

The purpose of this research is to analyze religious education teachers’ metacognitive awareness and to find out whether a significant difference exists according to gender, education level, professional tenure, and age. The sample group of this research which designed by correlational survey model is the 471 religious education teachers working in Ankara. For the sample group, the Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) was applied. According to the results of the research, teachers were found to have moderate cognitive awareness. While educational level, professional tenure and age variables were changing significantly with metacognitive awareness, gender was not. Also, whereas education status, professional tenure, and age were found to have an important effect on metacognitive awareness levels, gender does not have such an effect. This study is important in that the Turkish educational sciences studying the concept of metacognition on the sample of religious education teachers and it is a pioneering work in the literature. It is hoped that the results obtained in the research will contribute to the efforts of more qualified teachers by establishing the levels of cognitive awareness of religious education teachers and to provide guidance for future research