Özet:

What, when, how, how much and so on. Life is both easier and more successful for individuals who know that they need to do it. This is the case in reading. The ability to make conscious readings requires conscious reading. The conscious reader is the reader who can use the upper cognitive reading strategies. It is important that the students of Turkish education who are expected to give education in this regard when they start their education life and begin their professional life in the graduate education phase can use the metacognitive reading strategies. Work on the upper level of cognitive awareness of a university education in the west of Turkish teachers' Turkey is determined. Quantitative research method was used in the study. The data were collected using the "Reading Strategies Pervasive Awareness Inventory" developed by Mokhtari and Reichard (2002) and adapted to Turkish by Öztürk (2012) and validity and reliability studies were conducted. It was determined that the Turkish teacher candidates showed no difference in the classroom-changing general reading strategies in metacognitive reading strategies while they differed in the sub-dimensions of problem solving strategies and supporting reading strategies. It has been understood that the gender variable has no effect on the awareness of metacognitive reading strategies. It is understood that Turkish education students' awareness of reading strategies has increased with the influence of class level, especially in the third grade with Understanding Techniques I: Reading Education Course.

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