Determining Metacognitive Awareness of Special Education Teacher Candidates

Need for change in general education and special education have become a must. The discussion about the characteristics of a new teacher model brings out the issue of being able to improve themselves, change their own decisions based on the variables, and assess their own performance. The discussion about having developed meta-cognitive skills are raised in the literature. This study aimed to determine the meta-cognitive awareness of special education teacher candidates. Beside that, the correlation between meta-cognitive awarenes and academic success, the differences among the groups based on selected variables also examined. The results yielded that there is negative correlation between student success and meta-cognitive awareness. Also, the groups differed based on the variables that are grade point average (GPA), grade level and high school graduation.