Authors
- Smirnova Polina Viktorovna Ph.D. in Psychology, Ph.D. in Psychology
Annotation
The relevance of the topic presented in the article is due to the increasing importance in the modern world of the ability to manage their cognitive activity and educational trajectory for students of all educational stages. More and more requirements are imposed on the competitiveness of a specialist and, accordingly, the role of professional education of a future teacher is changing. Real practice is moving forward rather quickly, knowledge is becoming obsolete, more and more emphasis is shifting towards self-study. The article attempts to analyze the concept and structural components of metacognitive competence, which are important for the professional development of an individual in the course of mastering a profession. An overview of the world experience in the identification and development of etacognitive competencies of students of different specialties is presented. Some connections between the level of development of metacognitive competencies and such independent variables as academic success of a student, year of study at the university, and the form of education (traditional, reflexive-activity) are highlighted.
In the course of the theoretical analysis and comparison of various conceptual approaches (Flavell, 1979; Shannon, 2008; Tarricone, 2011) it was shown that special work within the framework of individual educational courses, trainings and practices allows you to influence the development of metacognitive strategies and competencies of students. In addition, the special role of the mentor is emphasized. The materials presented in the article make it possible to concretize the components of successful education in modern higher education, to plan the forms and strategies of teaching in the preparation of future teachers.
How to link insert
Smirnova, P. V. (2021). METACOGNITIVE COMPETENCES IN THE PROFESSIONAL FORMATION OF A FUTURE TEACHER: CONCEPT AND RESEARCH PERSPECTIVES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 4 (58), . https://doi.org/10.25688/2076-9121.2021.58.4.07
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