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THE ROLE OF METACOGNITION IN PROFESSIONAL THINKING OF PEDAGOGUES
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THE ROLE OF METACOGNITION IN PROFESSIONAL THINKING OF PEDAGOGUES
Annotation
PII
S0205-95920000377-1-
DOI
10.31857/S20000377-1-1
Publication type
Article
Status
Published
Authors
YULIA POSHEKHONOVA  M. Kashapov
Abstract
Empiric data on the role of metacognition in professional pedagogic thinking as a subject's ability to analyze own thinking strategies and control own cognitive processes are presented. Meta cognition is defined via its two key components: self-esteem of cognition (metacognitive knowledge) and self-control of cognition (metacognitive activity). Interaction between metacognition's components, and the levels of professional pedagogic thinking (situational and above-situational) in 59 university lecturers (21 males and 38 females) has been studied. "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov) technique and "Method for revealing of situational/above-situational level of pedagogic thinking" (M.M. Kashapov, T.G. Kiseleva) were used. Psychological-and-pedagogic experiment aimed at mastering of professional pedagogic thinking of university lecturers was conducted. Regularity according which the level of professional pedagogic thinking in university lecturers moderately and positively influence on metacognitive activity has been revealed. Lecturers with above-situational professional pedagogic thinking are characterized by higher level of metacognitive activity compared to ones with situational professional pedagogic thinking. It is shown that not all components of metacognition correlate with professional pedagogic thinking. The level of professional pedagogic thinking correlates with developed and actively used skills in controlling of own cognitive processes and practically independent on subject's metacog-nitive knowledge.
Keywords
metacognition, professional pedagogic thinking, metacognitive knowledge, metacognitive activity
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