Verification of the Efficiency of Future Teachers' Meta-Competencies Using an Integrative Approach
Keywords:
Integrative approach, meta-competence, future primary school teacher, pedagogical monitoring, methodological verification, cognitive transfer.Abstract
This article examines the issues of methodological verification of the effectiveness of developing the metacompetence of future primary school teachers based on an integrative approach. Within the framework of the study, the patterns of transition from the traditional reproductive education paradigm to the cognitive-reflexive model were analyzed based on empirical indicators. In the process of pedagogical monitoring, the levels of metacognitive monitoring, optimization of problem situations, and professional autonomy of respondents were differentiated. The statistical stability and reliability of the final results obtained were verified using mathematical and statistical criteria, and the pedagogical invariance of the proposed methodology was proven.
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