Dotsevych T. Metacognitive competence of the subject of educational activities in high school.

The dissertation is devoted to the studying of psychological content and dynamics of the metacognitive competence of the subject of educational activities of the high school. The paper presents the results of theoretical and methodological analysis of the research literature on the issue. The concept of metacognitive competencies of high school subject of educational activities is analyzed, its components are defined. The methods of diagnosis of pedagogical reflexivity of high school teacher, pedagogical self-regulation, introspective experimental research method of metamemory for high school teachers are created, diagnosis technique of motivational strategies and teaching strategies is adapted. It is shown that metacognitive competence of the subject of pedagogical activity in higher education is defined as a system of motivated skills, which are due to the level of metamemory, metathinking, metacreativity, metalinguistic abilities functioning, embodied in the metacognitive experience. It was found that the dynamics of metacognitive competence of teachers in the pedagogical activity due to factors such as the teaching experience, motives of professional activity, the level of professional burnout, the social and psychological adaptation and the satisfaction with teaching. Metacognitive strategies due to the competence of the teacher of cognitive activity. It was determined that the level of intellectual development determines metacognitive awareness and activity, abnotivity, mnemonic and thinking reflection. Creative teachers includes both high and low level of abnotivity, but a high level of abnotivity is impossible without adequate level of creativity. A direct relationship between the performance of metalinguistic abilities and speech-mental abilities of teachers is set. It was found that metacognitive competence of the teacher is presented by a three-factor structure, the first its component is represented metacognitive experience activities and focused on the organization and regulation of the processes of metacognition namely metamemory, metathinking and metacreativity reveals their reflexive character, the second component reveals the peculiarities of metamemory in terms of mnemonic awareness, reflection and metamnemonic playback, and the third component consists of metalinguistic abilities.