Metacompetence As An Integrative Quality Ensuring The Professional Development Of Prospective Primary School Teachers
Keywords:
metacompetence, integrative quality, primary school teachers, professional developmentAbstract
This thesis explores metacompetence as an integrative professional quality supporting the continuous development of prospective primary school teachers. The study examines relationships between professional knowledge, metacognitive regulation, reflective thinking, adaptability, and independent learning. Based on theoretical analysis, a conceptual structure of metacompetence is proposed, emphasizing its role in coordinating existing competencies and facilitating their application in unfamiliar pedagogical situations. Particular attention is devoted to integrating reflective activities, professional problem-solving, and collaborative learning into teacher preparation. The findings establish theoretical directions for strengthening professional autonomy, pedagogical flexibility, and lifelong professional development.
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