DEVELOPING METACOGNITIVE COMPETENCE IN FUTURE TEACHERS

This article examines the pedagogical significance of developing metacognitive competence in future teachers and the challenges involved in integrating it into higher education. Research published in Uzbekistan and internationally in 2024–2025 is used to discuss the role of metacognitive knowledge, planning, monitoring, assessment, and adjustment in professional preparation. Particular attention is given to the relationship between managing one's own learning and supporting these skills in learners. The article proposes ways to integrate reflective tasks, microteaching, and criterion-based assessment. These proposals represent a theoretical synthesis; their effectiveness in the Uzbek context requires empirical investigation.