Improving the Pedagogical System of Training Future Preschool Education Specialists Based on Meta-Learning Technologies

Abstract

This article examines the improvement of the pedagogical system of training future preschool education specialists based on meta-learning technologies. The relevance of the study is determined by the growing need to prepare preschool teachers who are able not only to master professional knowledge, but also to regulate their own learning, analyze educational situations, independently select effective strategies and continuously develop their professional competence. Meta-learning technologies are interpreted as a set of pedagogical tools, methods and digital resources that develop students’ ability to learn how to learn, plan their learning activities, monitor progress, reflect on results and transfer acquired knowledge to new professional situations. In preschool teacher education, this approach is especially important because future specialists must be able to work with young children in a flexible, creative and developmentally appropriate manner. The article analyzes the theoretical foundations of meta-learning, its connection with self-regulated learning, reflective competence, digital pedagogy and competency-based education. The research is based on theoretical analysis, comparison, generalization and pedagogical modeling. The results show that the integration of meta-learning technologies into the pedagogical system of training future preschool education specialists improves students’ motivation, independent learning skills, reflective thinking, digital competence and readiness for professional activity. The article concludes that meta-learning technologies should be considered an important condition for modernizing preschool teacher education.