PEDAGOGICAL THINKING AND METACOGNITION: AN ANALYSIS OF SCIENTIFIC APPROACHES
Keywords:
pedagogical thinking, metacognition, reflection, cognitive process, scientific approach, critical thinking, pedagogical activity, professional competence, self-regulation, quality of education.Abstract
This article examines the theoretical foundations of pedagogical thinking and metacognition and analyzes their role in the educational process through the lens of contemporary scientific approaches. Pedagogical thinking is interpreted as an intellectual process that enables teachers to understand, analyze, evaluate, and make effective decisions in educational situations. Metacognition is described as a complex cognitive mechanism related to an individual’s awareness, monitoring, and regulation of their own thinking processes. The article highlights the interrelationship between pedagogical thinking and metacognition, their significance in improving the effectiveness of pedagogical activity, and their contribution to the development of reflective and critical thinking skills in teachers. In addition, the study discusses current trends in the formation of metacognitive approaches in modern pedagogy and psychology, as well as the possibilities of applying these approaches in educational practice. The analysis shows that the integration of pedagogical thinking and metacognition is one of the important factors in improving the quality of education and developing teachers’ professional competence.
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