Dominant metacognitive competencies of modern schoolchildren and the problems of their formation: theoretical and empirical substantiation

Introduction. In accordance with the modern requirements of the state, the number of normative results of general education includes personal, interdisciplinary and subject results. The possibility of full-fledged formation, development, education of personal qualities, knowledge and skills, set as the expected results of education, is largely determined by the abilities, cognitive activity of the students themselves. In turn, the subjective position of schoolchildren in the educational process, their cognitive activity, the ability to selforganization and self-development require improvement and manifestation of the formed metacognitive competencies. The purpose of the study: theoretical definition and empirical substantiation of the set of dominant metacognitive competencies, as well as key pedagogical tasks in the field of their formation in modern schoolchildren. Materials and methods. The main method of research is the method of expert evaluation. A group of experts from 50 teachers of general education organizations and higher educational institutions was formed to conduct it. The results of the study. The category of metacognitive competencies includes a set of metacognitive knowledge (knowledge about oneself, about tasks, actions or interaction strategies, about the impact of knowledge on the final result of cognition), metacognitive strategies (mastered intellectual actions related to setting goals, planning one's cognitive activity, monitoring and evaluating its effectiveness, detecting intellectual difficulties), characteristics of metacognitive thinking (premeditation, planning, purposefulness, perspective, cognitive orientation). The expert assessment made it possible to include the following characteristics in the dominant metacognitive competencies: creative thinking, critical thinking, reflexive thinking. Experts' assessment of teachers' readiness to organize and implement the process of formation of dominant metacognitive competencies in schoolchildren showed that more than 60% of the responses indicated complete or partial theoretical, motivational and practical unpreparedness. Conclusion. The results obtained are the basis for designing a system of training future teachers to form dominant metacognitive competencies, which determines the practical significance and illustrates the future prospects of the study.