Formation of future teachers' meta-competence as a base to develop their potential readiness for continuing education

Veronika M. Grebennikova,Andrey N. Krishtopa,Angelica V. Karpenko,Ilya N. Tuzov,Oksana A. Us,Victoria A. Kazantseva

doi:10.20952/revtee.v14i33.16573

Abstract

The purpose of the study is to identify the features of the relationship between the potential readiness of future teachers for lifelong education and the level of development of meta-competence and to develop recommendations on this basis for creating conditions in the university for the development of students' meta-cognitive abilities. Research methods and materials. The study involved 748 students enrolled in teacher education programs. Studied: the level of formation of future teachers of psychological, strategic and competence-based readiness for lifelong education (questionnaire survey); the level of development of their worldview ("Methodology of worldview activity" by D.A. Leontyev, A.N. Ilchenko), intellectual ("Mental performance and the type of intelligence" by B.N. Ryzhov), cognitive ("Methodology for assessing the systemic nature of thinking" I.A. Sychev) and operational-procedural (methods for identifying the level of formation of mental operations (methods for identifying the ability to analyze, compare, generalize and classify) components of metacompetence. Comparative (chi-square test, Student's t-test) and correlation (Spearman's correlation coefficient ) analyzes. Results. A close relationship was revealed between the indicators of the potential readiness of future teachers for lifelong pedagogical education and individual components of metacompetence, characteristics of students' worldview, their intelligence and cognitive abilities. Conclusion. The results of the study suggest that the formation of future teachers' readiness for lifelong education should be based not only and not so much on stimulating their motivational activity, but also on creating conditions for the development of their worldview, intelligence, systemic, creative thinking and general cognitive abilities.

Highlights

Problem Definition One of the most promising possibilities for improving Higher Teacher Education is working out ways and conditions to form future teachers' readiness for the achievement of personal fulfillment in their chosen fields of expertise, to form their readiness and ability for selfdevelopment and education not for the rest of their professional career as teachers, but throughout their life
The purpose of the study is to identify the features of the relationship between the potential readiness of future teachers for lifelong education and the level of development of metacompetence and to develop recommendations on this basis for creating conditions in the university for the development of students' meta-cognitive abilities
The results of the study suggest that the formation of future teachers' readiness for lifelong education should be based and not so much on Formation of future teachers' meta-competence as a base to develop their potential readiness for continuing education stimulating their motivational activity, and on creating conditions for the development of their worldview, intelligence, systemic, creative thinking and general cognitive abilities

Summary

Introduction

Problem Definition One of the most promising possibilities for improving Higher Teacher Education is working out ways and conditions to form future teachers' readiness for the achievement of personal fulfillment in their chosen fields of expertise, to form their readiness and ability for selfdevelopment and education not for the rest of their professional career as teachers, but throughout their life. Pointing towards the vital role of continuous teacher education, the researchers note that not every teacher is ready to implement it and to continue learning throughout his life (Grebennikova & Uzunova, 2020; Raspopova et al, 2018). In this regard, the formation of teachers' readiness for continuing education, the search for effective ways and means to increase the activity of teachers in independent cognitive activity have been mainstreamed (Ivanova, 2018; Ivanova et al, 2015; Strelkov et al, 2016; Penkova et al, 2018). Teacher's meta-competence is considered as a basis for the development of such readiness

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Conclusion