DEVELOPMENT OF METACOGNITIVE STRATEGIES AMONG PRESERVICE PRIMARY SCHOOL TEACHERS IN PROFESSIONAL TRAINING

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Abstract

This article addresses the issue of developing metacognitive strategies among preservice primary school teachers during professional training. The relevance of the study is determined by the increasing demands placed on the quality of teacher education and the need to develop students’ abilities for self-regulated learning, reflection, and independent management of their professional growth. Based on an analysis of contemporary national and international research published between 2021 and 2025, the article examines the theoretical foundations of the metacognitive approach in education and its significance for the preparation of future teachers. The empirical part of the study was conducted at the B. Sydykov Kyrgyz-Uzbek International University. The study involved 184 students enrolled in the Pedagogy program with a specialization in Primary Education. Data were collected using the Metacognitive Learning Strategies Questionnaire (MLSQ), the Beliefs About Learning Scale (BALS), and quantitative and qualitative methods of data analysis. The study made it possible to determine the level of metacognitive strategy development among students, identify specific features of their use of planning, monitoring, and evaluation strategies, and examine the relationship between students’ beliefs about learning and the level of their metacognitive competence. The findings indicate that the development of metacognitive strategies contributes to improved academic achievement, greater capacity for self-directed learning, and enhanced professional reflection among students. Based on the results obtained, practical recommendations are proposed for integrating metacognitive components into teacher education curricula for preservice primary school teachers. Particular attention is given to the role of continuous professional development and the creation of educational environments that support the formation of metacognitive competence in future educators.