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The aim of this research article was to describe the metacognitive consciousness of a sample of university teachers, and to establish possible differences by gender and domain areas. Cross-sectional descriptive study carried out with a sample of 323 teachers from a Colombian public University, who were assessed with the Inventory of Metacognitive Consciousness for the Teacher (mait), the analysis was performed to knowledge (declarative, procedural, and conditional) and regulation (planning, monitoring and evaluation), statistical analyzes were performed using the xlstat 2014 statistics software. Significant correlation was found for all the items; comparing medians by sex, differences were evidenced for the case of metacognitive regulation, with a better performance for women, no differences were found by domain area, except for the case of teachers in the area of educational sciences. It is recommended in future studies to establish analyzes considering variables such as age, level of education and years of teaching experience, since they can be variables of interest in the analysis. [ABSTRACT FROM AUTHOR]