Longitudinal study of meta-learning: Advancing pre-service teachers' professional growth

Abstract

The relevance of the research is determined by the need to prepare pre-service teachers for continuous professional development in a rapidly changing educational landscape. This article examines the implementation of meta-learning as a tool that contributes to the formation of necessary competencies. To achieve this goal, a longitudinal study was chosen, during which 387 students from Kazakhstani universities were involved in meta-learning for a two-semester academic year. The research methods included qualitative surveys and in-depth interviews before and after the implementation of meta-learning, which allowed for the evaluation of changes in their competencies. The results showed significant growth in competencies related to continuous professional development, indicating the positive impact of meta-learning on the preparation of pre-service teachers. The conclusions emphasize the importance of integrating meta-learning into educational programs to enhance students' professional readiness. The prospects for further research involve a deeper analysis of various methods of meta-learning and their impact on other aspects of pedagogical training, as well as the study of long-term effects on the career development of the graduates.