Practical training as a means of developing meta-subject competence in future educators

The aim of this study is to identify the potential of practical training for the development of meta-subject competence among students in pedagogical universities. The article clarifies the essential characteristics of students’ meta-subject educational outcomes as defined in educational standards, the formation and assessment of which teachers are required to organize. The scientific novelty of the research lies in the design and pilot implementation of a pedagogical training practice aimed at preparing future teachers who possess meta-subject competence. This practice is grounded in the identified essential characteristics and the phased logic of forming students’ meta-subject educational outcomes. Based on the delineation of the component structure of these outcomes, the content of the pedagogical training practice is proposed, with detailed consideration of its sections focused on developing the meta-subject competence of future educators. A definition of meta-subject competence for pedagogical university students is formulated. During the pilot phase, following the completion of the training practice, a competency-based meta-subject profile of the future teacher was developed, demonstrating that the implementation of the practice content enabled third-year students to activate their prior experience and master innovative forms and methods of teaching aimed at developing and achieving their own meta-subject competence.