Metacognitive Competencies as Determinants of Competitiveness of a Teacher’s Personality

Abstract

The paper analyzes the issues of determining the competitiveness of a person (on the example of teachers) by formed metacognitive competencies. In modern scientific discourse, this issue is revealed, firstly, in the context of determining the leading factors and mechanisms for training competitive specialists in the higher education system, and secondly, from the point of view of ensuring the formation of attitudes and sustainable abilities for continuous self-development and self-improvement among students of all levels of education. . An integrated consideration of the two named aspects will allow designing the educational process with a guarantee of the formation of the actual and the creation of a basis for the prospective competitiveness of the individual. The aim of the study was to substantiate the complex of metacognitive competencies as factors in the competitiveness of the individual. Its achievement is ensured by the use of theoretical (analysis, generalization, systematization and concretization of scientific data) and practical (questionnaires, peer review) methods, which together made it possible to determine the presence and nature of the relationship between competitive qualities and metacognitive competencies of the individual. The research of modern scientists in the field of competitiveness has led to the determination of the structure and content of this personal characteristic, including social and professional character qualities (moral, communicative, organizational, constructive, etc.), competence properties (knowledge and skills, characteristics of thinking, experience), motivational - value phenomena (socially and professionally oriented motives and interests, goals and values, attitudes, etc.). Works in the field of goals and set educational outcomes led to the understanding of metacognitive competencies as the basis for achieving these results, led to the fixation of their structural composition (metacognitive knowledge, metacognitive strategies, metacognitive thinking), and made it possible to identify the most generalized content composition. The integration of the two groups of data made it possible to put forward an assumption about the interconnectedness of the two groups of qualities, which was proved empirically.