Metacognitive component of modern teacher’s professional thinking

the research focuses on the process of professional development of a teacher through the prism of organizing their cognitive activity in the educational sphere. The metacognitive approach is used as a methodological foundation for constructing a model of pedagogical thinking. The methodological basis of the research is the metacognitive approach, which allows constructing a holistic model of pedagogical thinking. Special attention is paid to the analysis of the relationship between metacognitive processes and professional competence of the teacher, which opens up new perspectives in understanding the mechanisms of professional development. The key role of metacognitive skills in the formation of a professional is emphasized, as they provide an effective basis for both the educational process and further career growth due to their versatility and adaptability to various professional tasks. The versatility and adaptability of metacognitive skills enable the teacher to successfully solve a wide range of professional tasks in the conditions of constantly changing educational environment, which makes them a key factor in the professional excellence of a modern educator. This approach allows constructing a comprehensive model of pedagogical thinking and reveals the underlying mechanisms of professional development of the teacher. The research examines various aspects of metacognitive abilities, including the ability to analyze one’s own thought processes, plan educational activities, and adjust pedagogical strategies. The practical significance of the research lies in the possibility of applying the results to develop programs for teacher professional development.

professional self-development, cognitive psychology, cognitive abilities, metacognition, metacognitive skills