被撤回的出版物: Do educators need metacognitive skills in today's educational environment? (Retracted article. See vol. 46, 2022)

The goal of the research was to determine the need of a special training for development of metacognitive skills for teachers to develop their qualifications. The study offers such a program for testing. The novelty of the research lies in the integral study of the relationship between the introduction of the entire group of metacognitive skills with the improvement of pedagogical skills. The study was conducted on the basis of NJSC Toraighyrov University (Pavlodar, Kazakhstan). A representative sample included of 160 first year students (81 women and 79 men) in control and experimental groups equal. In the experimental group, the assessment of metacognitive skills according to the Assessing Metacognitive Awareness test is significantly higher than in the control one (r=0.281-0.369; for Procedural knowledge r=0.718 for control group; r=0.318-0.784 for experimental group). In the experimental group, there was a moderate and close to strong Pearson's correlation between exam scores and scores of metacognitive skills according to the Assessing Metacognitive Awareness test (from 0.318 to 0.784). The practical use of the results of this study will allow using special programs for improving the metacognitive skills of teachers, focusing on the most difficult to learn from them.

Automated summary

The research shows that special training can significantly improve teachers' metacognitive skills and, consequently, their teaching skills. The study found that the experimental group had significantly higher metacognitive skills scores than the control group, and there was a correlation between exam scores and metacognitive skills scores.