METACOGNITIVE APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS: ITS IMPORTANCE

Abstract

This thesis presents a comprehensive analysis of the theoretical foundations, practical mechanisms, and strategic significance of the metacognitive approach in the professional preparation of future teachers. Metacognition refers to the ability to plan, self-assess, and regulate one’s own thinking processes. It plays a crucial role in developing critical thinking and professional reflection skills among prospective educators. Drawing on international empirical studies and the works of Uzbek researchers, the study highlights the relevance of integrating metacognitive strategies into higher pedagogical education. The findings demonstrate that the metacognitive approach enhances higher-order thinking skills and pedagogical content knowledge in future teachers, shaping them into lifelong learners who are committed to continuous self-improvement.