INTEGRATIVE APPROACH–BASED TECHNOLOGY FOR DEVELOPING THE METACOMPETENCE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS

Abstract

This article explores the development of metacompetence among prospective primary school teachers through an integrative approach. Metacompetence encompasses the ability to regulate learning, integrate interdisciplinary knowledge, reflect on professional actions, and apply flexible pedagogical strategies. A mixed-method study was conducted with prospective teachers to evaluate the effectiveness of an integrative pedagogical technology consisting of interdisciplinary modules, reflective tasks, collaborative activities, and practice-based learning. Findings show that integrative teaching environments significantly enhance students’ metacognitive skills, professional adaptability, and problem-solving capacity. Recommendations for teacher education programs are provided.