DOI: 
http://dx.doi.org/10.15293/1813-4718.2503.11
UDC: 
378.147
Khakimova Nailya G.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Assoc. Prof. of Department of Pedagogy named after Z. T. Sharafutdinov, Naberezhnye Chelny State Pedagogical University, 340268@mail.ru, Naberezhnye Chelny
Гумерова Марина Миннигалиевна
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., head of Department of Pedagogy named after Z.T. Sharafutdinov, Набережночелнинский государственный педагогический университет, roelg@mail.ru, Набережные Челны

Active Teaching Methods As A Means Of Developing Meta-Subject Competences Of Pedagogical Students

Abstract: 
The article presents the results of an experimental study of the formation of meta-subject competences in students of a pedagogical university. The relevance of the study is conditioned by the increasing requirements to the professional training of future teachers, who should not only possess subject knowledge, but also have developed meta-subject competences for the effective organisation of the educational process in accordance with modern educational standards. The aim of the study was to assess the effectiveness of the influence of active teaching methods on the development of meta-subject competences of students at a teacher training university. The article describes the methodology of teaching the workshop ‘Pedagogical diagnostics of meta-educational results’, implemented within the framework of the academic discipline ‘Pedagogy’. The methodological basis of the study is the competence approach developed in the works of I. A. Zimnya and A. V. Khutorsky, in the framework of which the didactic conditions for the formation of metacognition and metacognition as components of students’ metacompetences are identified and described. Special attention is paid to the design of the content, structure and forms of learning activities at the workshop taking into account the data of the input diagnostics of the level of students’ metacompetences formation. The system of specially developed meta-subject tasks was used to assess the competences formation. The students’ difficulties revealed during their fulfilment determined the content and choice of forms of learning activities during the experiment. The analysis of the workshop performance was based on the comparison of data obtained before and after its implementation (using the test-retest method), which allowed us to objectively assess the dynamics of metacognitive competences development. The results of the study demonstrate a statistically significant improvement of indicators in the experimental group compared to the control group. Students who participated in the experimental work demonstrated a higher level of meta-subject competences, including the skills of independent search and critical analysis of information, the ability to reflect on their own learning activities, the ability to establish interdisciplinary links and apply knowledge in new situations. The practical significance of the study lies in the possibility of using its results to improve the educational programmes of pedagogical universities. The materials of the study can become the basis for the development of new programmes and methods that contribute to the further development of students’ meta-subject competencies in the system of higher pedagogical education, which will ultimately contribute to improving the quality of training of future teachers.
Keywords: 
meta-subject; meta-subject approach in university practice; active teaching methods; critical thinking; interdisciplinary interaction
References: 

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