Özet:

While students are educated for literacy, the interactive nature of perceptual, cognitive, and metacognitive skills is taken into consideration especially for building comprehension. Numerous studies on metacognition reported improved metacognitive awareness, reading performance, and learning independence following metacognition training interventions. Paradoxically, teachers’ knowledge and skills to teach for metacognition is criticized for not being sufficient enough. Taking the initiative to understand pre-service elementary teachers’ knowledge of and skills for teaching metacognition, this illustrative case study utilized semi-structured interview protocols and observation technique as data sources. Qualitative data analysis revealed that pre-service elementary teachers are not familiar with metacognition and their perceived pedagogical understanding of metacognition does not support their teaching skills. In relation, participants exclaimed a need for practice-oriented methodology classes. This study, therefore, encourages comprehensive research examining teacher-educators’ perceptions, method classes content, and effectiveness of practice-oriented method classes in empowering pre-service teachers considering metacognition

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