Levels Of Use Of Meta-cognitive Reading Strategies By Primary School Teachers
 
Abstract
One of the most important tasks expected of teachers in modern education programs is to give students the ability to use metacognitive reading strategies. However, teachers need to have these skills in order for them to be able to gain these skills effectively. Therefore, in this research, the ability of primary school teachers to use metacognitive reading strategies is examined and it is tried to determine whether the skill levels of seniority and gender are differentiated or not. The study population of the study in which the screening model was used constitutes 634 class teachers working in the central districts of Istanbul during the 2015-2016 school year. Metacognitive Reading Strategies Questionnaire (MRSQ), developed by Taraban, Kerr and Rynearson (2004) and adapted to Turkish by Sergeant and Saracaloglu (2010), was used as a data collection tool in the research. According to the findings obtained, it was determined that the class teachers used "high" cognitive reading strategies frequently. In addition, while there is no difference between male and female teachers' ability to use strategy, teachers with 10 or fewer years of success have achieved these strategies a little more often. On the basis of the results obtained, proposals for research, MoNE and teachers were introduced.
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