Developing the Reflective Metacompetence Of Future Primary Education Teachers in The Process of Teaching Pedagogical Subjects
DOI:
https://doi.org/10.55640/eijp-06-03-41Keywords:
Reflective metacompetence, future primary education teacher, pedagogical subjectsAbstract
The development of reflective metacompetence in future primary education teachers is one of the important conditions for improving the quality of pedagogical training in higher education. In modern teacher education, professional competence cannot be limited to knowledge of pedagogical theories, methods and technologies. A future primary education teacher must also be able to analyse his or her own activity, evaluate pedagogical decisions, understand the needs of pupils, regulate professional behaviour and consciously improve personal teaching practice. Reflective metacompetence performs an integrative function because it connects cognitive, methodological, communicative, motivational and self-development components of professional readiness. This article examines the development of reflective metacompetence of future primary education teachers in the process of teaching pedagogical subjects. The study is based on theoretical analysis, competence-based methodology, reflective approach and pedagogical generalisation. The results show that pedagogical subjects create favourable didactic opportunities for forming reflection, metacognitive control, self-assessment, professional responsibility and readiness for lifelong learning. The article argues that reflective metacompetence should be developed through problem-based tasks, pedagogical situation analysis, reflective diaries, self-assessment, peer feedback and integration of theory with pedagogical practice.
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