THE ROLE OF METACOGNITIVE EXPERIENCE AND REGULATORY-STYLE CHAR- ACTERISTICS IN THE FORMATION OF METACOGNITIVE COMPETENCE IN FUTURE TEACHERS OF HIGHER EDUCATION

Abstract

The necessity of studying the features of the metacognitive experience and the regulatory-style character- istics of future teachers of higher education as a condition for the development of metacognitive competence is substantiated. Metacognitive experience indicators and parameters of academic regulation of future teachers among men and women are studied and presented. The difference in the features of the obtained results is substantiated.
Regulatory and stylistic characteristics are the factors of formation of metacognitive competence of the subject of pedagogical activity, and therefore they are significant for determining the peculiarities and possi- bilities of developing metacognitive competence among master students as future teachers of higher education. Achieving a sufficient level of metacognitive awareness, metacognitive knowledge, metacognitive activity and possessing such regulatory and stylistic characteristics which characterize the autonomous self-regulation style, such students are ready for developmental influences contributing to the positive dynamics of metacognitive abilities formation.
Since metacognitive abilities can be developed in the presence of metacognitive awareness, they can be improved in the process of further metacognitive experience acquisition.
On the basis of the results of empirical research we identified features of metacognitive experience and regulatory-stylistic characteristics of future higher school lecturers as preconditions for metacognitive competence development. It was established that there is a connection between the indicators of future teachers’ metacognitive experience. Moreover, the key structural component of the system of connections of metacognitive competence is metacognitive awareness which is related to metacognitive knowledge and metacognitive activity, intrinsic motivation, as well as to motivational and learning strategies. A relationship between such regulatory and stylistic indicators as motivation learning strategies (leading motives of students' learning) and
metacognitive activity is established. Thus, a set of motivational learning strategies that motivate a student to obtain a vocational and professional competence is revealed through metacognitive activity (active use of metacognitive learning strategies). A positive correlation between the indicators of intrinsic motivation and motivational strategies is established. Interest to classes, to future professional activities involves the use of various motivational learning strategies.