IMPROVING THE SYSTEM OF PREPARING FOR TUTORIAL ACTIVITY BASED ON THE PRINCIPLES OF METACOGNITIVE COMPETENCE
This article highlights the theoretical, methodological, and practical foundations for improving the system of preparing future
teachers for tutoring activities based on the principles of metacognitive competence. The essence of the concept of metacognitive
competence, its role in the educational process, and its conceptual significance in the teacher preparation system are scientifically
analyzed. The main functions of tutoring activity – supporting personal development, fostering reflection, and developing self-
assessment skills – are discussed in detail within the framework of the metacognitive approach. The research results demonstrate
that developing metacognitive competence in the educational process enhances the effectiveness of tutoring, enabling students to
develop self-control, analytical, and evaluative thinking skills. The ideas presented in the article serve as a methodological
foundation for developing reflective, independent, and innovative pedagogical thinking among future teachers, creating
personalized learning strategies, and forming a competence-based approach aimed at self-development.
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