ENHANCING TEACHER ADAPTABILITY: AN EFFECTIVE MODEL FOR META-COMPETENCE DEVELOPMENT IN HIGHER EDUCATION
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Abstract
The demand for teachers who possess profound professional meta-competence - universal skills for solving complex professional problems - is increasingly central to educational reform. This study presents a model for developing these competencies in future primary school teachers, a group essential for cultivating metacognitive skills in children. We posit that natural science training provides a unique and effective context for this development. Conducted in four sequential stages, the research began with a theoretical framework defining meta-competence and its diagnostic measures. Subsequently, we empirically established a link between meta-competence levels and overall training quality. Third, a pedagogical experiment was conducted to implement and test a designed instructional model. The final stage involved data analysis and synthesis. The results demonstrate the efficacy of the proposed model and underscore the necessity of explicitly embedding meta-competence formation into the science curriculum of pedagogical universities.
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