- Доцевич, Т.І. (2016) Metacognitive competence of the subject of educational activities in high school Masters thesis, Харківський національний педагогічний університет імені Г.С. Сковороди, МОН України.
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Abstract
The dissertation is devoted to the studying of psychological content and dynamics of the metacognitive competence of the subject of educational activities of the high school. The paper presents the results of theoretical and methodological analysis of the research literature on the issue. The concept of metacognitive competencies of high school subject of educational activities is analyzed, its components are defined. The methods of diagnosis of pedagogical reflexivity of high school teacher, pedagogical self-regulation, introspective experimental research method of metamemory for high school teachers are created, diagnosis technique of motivational strategies and teaching strategies is adapted. It is shown that metacognitive competence of the subject of pedagogical activity in higher education is defined as a system of motivated skills, which are due to the level of metamemory, metathinking, metacreativity, metalinguistic abilities functioning, embodied in the metacognitive experience. It was found that the dynamics of metacognitive competence of teachers in the pedagogical activity due to factors such as the teaching experience, motives of professional activity, the level of professional burnout, the social and psychological adaptation and the satisfaction with teaching. Metacognitive strategies due to the competence of the teacher of cognitive activity. It was determined that the level of intellectual development determines metacognitive awareness and activity, abnotivity, mnemonic and thinking reflection. Creative teachers includes both high and low level of abnotivity, but a high level of abnotivity is impossible without adequate level of creativity. A direct relationship between the performance of metalinguistic abilities and speech-mental abilities of teachers is set. It was found that metacognitive competence of the teacher is presented by a three-factor structure, the first its component is represented metacognitive experience activities and focused on the organization and regulation of the processes of metacognition namely metamemory, metathinking and metacreativity reveals their reflexive character, the second component reveals the peculiarities of metamemory in terms of mnemonic awareness, reflection and metamnemonic playback, and the third component consists of metalinguistic abilities. Educational reflexivity is a regulatory component of metacognitive competence of the subject of pedagogical activity in higher school and revealed through positive communication with the components of metacognitive competence, as well as role-competence, with the system and with reflexivity. These stylistic characteristics of self-activity, self-regulation as a way of teaching, pedagogical thinking, self-activity and communication of the teacher connected with their metacognitive competence. It was proved stylistic characteristics of self-activity of teachers have correlations with their metacognitive competence. Teachers of Self-dependent type that in their activities are guided by a system of external rewards and punishments, targeted to requirements for leadership in the organization of work, have inferior level of metacognitive competence. Teachers with an Independent style of self-regulation, which is inherent interest in educational activities enthusiasm for the profession, have the highest level of metacognitive competence. The Optimal style of self-organization, which is characterized by the ability to organize the time of life, by dedication and perseverance in the activity, involves the highest metacognitive awareness and activity. The highest level of abnotivity, metalinguistic knowledge and competence of teachers set to Controlling self-style, which is characterized by responsibility, pedantry, sustainability and perseverance in work. Urgent style of self is characterized by the highest rates of metamemory. Ensuring adequate metacognitive competence should be one of the major tasks of training future teacher of high school. Development of metacognitive competence should take into account key principles for building developmental programs and the major structural components of teacher metacognitive competence of high school, including the significant role played metamemory. The effectiveness of the developmental program verified in the baseline study, which allowed to determine the increase in performance of metacognitive competence of future teachers. This evolution was more pronounced in the second experimental group of students, which were involved in the informative and instrumental stages of the program. The study hypothesis that metacognitive abilities correlates with metacognitive experiences and professional motivation, metacognitive competence caused by pedagogical reflexivity and regulatory and stylistic features of the subject of educational activity, the effectiveness of psychological support of the metacognitive competence development of the subject of educational activities, which provides the leading role of metamemory in functioning of metacognitive abilities were confirmed.
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