Pedagogical And Psychological Foundations Of Developing Metacompetence In Prospective Primary School Teachers
Keywords:
Metacompetence, prospective primary school teachers, metacognition, pedagogical reflectionAbstract
This thesis examines the pedagogical and psychological foundations of developing metacompetence in prospective primary school teachers. Particular attention is paid to metacognitive awareness, professional reflection, self-regulated learning, cognitive flexibility, and professional motivation. Through theoretical analysis, the essential components of metacompetence and the conditions supporting its development are identified. A conceptual approach integrating reflective practices, problem-based learning, and pedagogical simulations into teacher education is proposed. The findings provide a theoretical basis for improving professional preparation through the development of independent thinking, adaptive decision-making, and continuous professional learning.
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