TALENT AS A METACOGNITIVE ABILITY OF AN INDIVIDUAL AT THE STAGE OF CREATIVE SELF-DEVELOPMENT: A COMPETENCE-CONTEXTUAL APPROAC
УДК 159.9; 37.01
Abstract
Introduction: this article examines the phenomenon of giftedness as a complex metacognitive ability that enables successful creative self-development in the face of uncertainty and the rapidly changing demands of modern society. The relevance of the study is determined by the paradigmatic shift in education: from the transmission of knowledge to the development of the ability for self-regulation, reflection, and conscious management of one’s own cognitive and personal development. The aim of the work is to conduct a theoretical analysis and systematization of the psychological and pedagogical aspects of giftedness as a metacognitive ability of an individual within the framework of a competence-contextual approach. Materials and Methods: the following methods were used in the study: theoretical analysis and synthesis of philosophical, psychological, and pedagogical literature; comparative analysis of various scientific paradigms; and a systemic-structural method for modeling the components of an individual's metacognitive giftedness. The methodological basis of the study was the competence-contextual approach, the cognitive-activity approach, the resource- and potential-oriented approach, the reflexive-activity approach, and the ecological approach. Results: based on a theoretical analysis of domestic and international studies, the structure of metacognitive giftedness was identified, including cognitive, regulatory, and reflective components, as well as a system of internal and external determinants of its development. Conclusions. the paper presents scientifically substantiated findings and pedagogical conditions that facilitate the development of gifted individuals' metacognitive potential in an educational environment.
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