Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.