The role of teacher's pedagogical competencies in the development of students' metacognitive competencies

Abstract

The present article deals with the problematic issues revealing the role of teacher's pedagogical competencies in the development of schoolchildren's metacognitive competencies. The purpose of the study is to investigate the significance of didactic competencies in the formation of required skills and abilities in schoolchildren. The research methodology included literary analysis of available sources, questionnaire survey and testing of high school students. As a result, it was found that pedagogical competencies do contribute to the development of required competencies in students, provided that the teacher uses in his/her activity various methods, means and techniques of influence on his/her students. The findings indicate that there is a relationship between teachers' pedagogical competencies and the development of students' metacognitive skills. However, the study also revealed a number of problems. Firstly, students reported insufficient development of teachers' pedagogical competencies. Secondly, a low level of meta-skills in students themselves was established in parallel. Based on the results obtained, recommendations are offered to improve the level of teachers' pedagogical competencies in order to improve the indicators of metacognitive competencies development among high school students. These recommendations take into account the identified problems and are based on the successful experience of applying the developed methodology.

The research methodology included literary analysis of available sources, questionnaire survey and testing of high school students. As a result, it was found that pedagogical competencies do contribute to the development of required competencies in students, provided that the teacher uses in his/her activity various methods, means and techniques of influence on his/her students.

The findings indicate that there is a relationship between teachers' pedagogical competencies and the development of students' metacognitive skills. However, the study also revealed a number of problems. Firstly, students reported insufficient development of teachers' pedagogical competencies. Secondly, a low level of meta-skills in students themselves was established in parallel.

Based on the results obtained, recommendations are offered to improve the level of teachers' pedagogical competencies in order to improve the indicators of metacognitive competencies development among high school students. These recommendations take into account the identified problems and are based on the successful experience of applying the developed methodology.