Turkish Prospective Teachers’ Reading Strategies, Critical Thinking Attitudes and Metacognitive Competencies

The main purpose of the study is to identify teachers' metacognitive reading strategies, critical thinking attitudes and motivational- cognitive and metacognitive competencies. 388 juniors and seniors who have been studying at Turkish langauage teaching undergraduate program of four different universities attended to the research, designed with survey method. Data was collected with "Metacognition Reading Strategies Scale", "Critical Thinking Attitude Scale" and "Motivational, Cognitive, and Metacognitive Competency Questionnaire". And in the form there are 4 questions about personal information. According to research findings, ability of using “pragmatic” strategies from metacognitive strategies differ according to gender and reading rate and also ability of using “analytical" skills differ based on reading rate. The scores obtained from “Metacognitive Competency Questionnaire subscales except “arrangement process“ subscale, differed according to habit of reading book. Especially the scores obtained from "Strategy Use" sub-scale scores significantly differed according to gender, attendent university and reading habits.