actabiomedicaActa Biomedica ScientificaActa Biomedica Scientifica2541-94202587-9596Scientific Centre for Family Health and Human Reproduction Problems10.29413/ABS.2022-7.1.16actabiomedica-3307Research ArticleПСИХОЛОГИЯ И ПСИХИАТРИЯPSYCHOLOGY AND PSYCHIATRYМировой опыт идентификации метакогнитивных компетенций педагога в ходе профессионального становления и работы с одарёнными учащимисяWorld experience in identifying metacognitive competencies of a teacher in the course of professional development and work with gifted childrenhttps://orcid.org/0000-0003-2538-279XСмирноваП. В.SmirnovaP. V.

кандидат психологических наук, доцент департамента психологии, 

129226, г. Москва, 2-й Сельскохозяйственный проезд, 4

Cand. Sc. (Psychol.), Associate Professor at the Department of Psychology, 

Vtoroy Selskokhoziaystvenny road 4, Moscow 129226

polina_frolova@hotmail.comhttps://orcid.org/0000-0002-6511-4442ПесковВ. П.PeskovV. P.

кандидат психологических наук, доцент, доцент департамента психологии, 

129226, г. Москва, 2-й Сельскохозяйственный проезд, 4

 Cand. Sc. (Psychol.), Docent, Associate Professor at the Department of Psychology, 

Vtoroy Selskokhoziaystvenny road 4, Moscow 129226

vpeskov@bk.ruГАОУ ВО г. Москвы «Московский городской педагогический университет»Moscow City University20221903202271139146Copyright © Смирнова П.В., Песков В.П., 20222022Смирнова П.В., Песков В.П.Smirnova P.V., Peskov V.P.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.actabiomedica.ru/jour/article/view/3307

Сегодня предъявляются значительные требования к профессиональным компетенциям педагога, среди которых особое место занимают компетенции, определяющие эффективность работы с разными категориями учащихся. В статье приводятся результаты теоретического сопоставления концептуальных подходов к выявлению и развитию профессиональных компетенций будущих педагогов. Анализируются метакогнитивные компетенции, лежащие в основе самообучения. Обосновывается роль специальной работы в рамках отдельных образовательных курсов, тренингов и практик в высшей школе, направленных на развитие метакогнитивных стратегий и компетенций будущих педагогов. В статье предложена опорная структура компонентов метакогнитивной компетентности (метакогнитивное знание, декларативное знание, метакогнитивные стратегии). Проанализировав понятийную карту и сопоставив различные модели идентификации и развития метакогнитивной компетентности, авторы выделяют в её структуре исследовательские, управляющие и коммуникативные компетенции.

Анализ отечественных исследований выделяет роль управляющих компетенций для работы с одарённым ребёнком и показывает, что будущий педагог должен постоянно развивать в себе и в одарённом учащемся регуляторно-личностные качества. При работе с одарённым учащимся от педагога требуется метакогнитивная компетентность, которая формируется в процессе задавания вопросов самому себе, в попытках пробовать иные стратегии решения педагогических ситуаций. От педагога требуется не только умение учить, но и постоянно учиться самому, чтобы быть способным разрешить вместе с учащимися нетривиальные ситуации. Показывается как взаимоотношения педагога и учащихся влияют на психологическое здоровье, благополучие, психологическое выгорание, качество выполнения профессиональной деятельности, способность работать с одарённой личностью. Делается вывод о том, как должны измениться подходы к профессиональной подготовке специалистов образовательной сферы, чтобы обеспечить возможность работы с категорией одарённых детей. 

Today, there are significant requirements for the professional competencies of a teacher, among which a special place is occupied by competencies that determine the effectiveness of work with different categories of students. The article presents the results of a theoretical comparison of conceptual approaches to the identification and development of professional competencies of future teachers. The metacognitive competencies underlying self-learning are analyzed. The role of special work within the framework of individual educational courses, trainings and practices in higher education, aimed at developing metacognitive strategies and competencies of future teachers, is substantiated. The article proposes a support structure for the components of metacognitive competence (metacognitive knowledge, declarative knowledge, metacognitive strategies). After analyzing the concept map and comparing various models of identification and development of metacognitive competence, the authors single out research, managerial and communicative competences in its structure.

An analysis of domestic research highlights the role of managing competencies for  working with a gifted child and shows that a future teacher must constantly develop regulatory and personal qualities in himself and in a gifted student. When working with a gifted student, a teacher needs metacognitive competence, which is formed in the process of asking questions to oneself, in attempts to try other strategies for solving pedagogical situations. The teacher is required not only to be able to teach, but also to constantly learn himself in order to be able to solve non-trivial situations together with students.

It is shown how the relationship between a teacher and students affects psychological health, well-being, psychological burnout, the quality of professional activity, the ability to work with a gifted person. The conclusion is made about how approaches to the professional training of specialists in the educational sphere should change in order to provide the opportunity to work with the category of gifted children. 

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The authors declare that there are no conflicts of interest present.