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The aim of this study is to investigate the effects of metacognitive learning activities presented in the lesson on the development of metacognitive awareness of teacher candidates. The study was conducted in the course of Integration in Special Education in the second year curriculum of the Department of Special Education. Method: A quasi-experimental method was conducted in the research. The pre-test post-test control group design was utilized. The students were assigned to two categories: The experimental group (n = 20) and the control group (n = 20). Groups were randomly divided into two categories. Data were collected using Metacognitive Awareness Inventory. Findings: When the experimental group and the control group were compared, no significant difference was found between metacognitive awareness in terms of total score obtained from the scale. While there was a significant difference in the planning from the sub-dimensions of the scale in favor of the experimental group, there was no significant difference in the other sub-dimensions. When the groups were compared with each other, there was a difference between the total score. There was also a difference between the declarative knowledge and evaluation sub-dimensions in favor of the experimental group. Discussion: The study revealed that the metacognitive learning activities resulted in a change in metacognitive awareness. It also showed that the teacher candidates’ metacognitive awareness was low. There were limitations in their development and acquisition prior to the implementation.

Üstbilişi Geliştirmek İçin Düzenlenmiş Olan Öğretim Etkinliklerinin Öğretmen Adaylarının Üstbilişsel Farkındalıklarına Etkisinin İncelenmesi