PEDAGOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF METACOGNITIVE REFLECTION IN FUTURE TEACHERS
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This article scientifically analyzes the role of metacognitive reflection in the professional training of future teachers. The
relevance of the study is explained by the increasing demand in modern education for reflective educators who can consciously
manage their professional activities. The article applies a methodological analysis based on systemic, competence-based, and
reflective approaches. The results demonstrate that metacognitive reflection serves as a key mechanism in pedagogical decision-
making, assessment, classroom management, and professional development. The functional mechanisms of metacognitive
reflection in pedagogical practice are systematized in the study. In addition, its practical significance in improving the quality of
education is substantiated.
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