The goal of the research was to determine the need of a special training for development of metacognitive skills for teachers to develop their qualifications. The study offers such a program for testing. The novelty of the research lies in the integral study of the relationship between the introduction of the entire group of metacognitive skills with the improvement of pedagogical skills. The study was conducted on the basis of NJSC “Toraighyrov University” (Pavlodar, Kazakhstan). A representative sample included of 160 first year students (81 women and 79 men) in control and experimental groups equal. In the experimental group, the assessment of metacognitive skills according to the Assessing Metacognitive Awareness test is significantly higher than in the control one (r=0.281-0.369; for "Procedural knowledge" r=0.718 for control group; r=0.318-0.784 for experimental group). In the experimental group, there was a moderate and close to strong Pearson's correlation between exam scores and scores of metacognitive skills according to the Assessing Metacognitive Awareness test (from 0.318 to 0.784). The practical use of the results of this study will allow using special programs for improving the metacognitive skills of teachers, focusing on the most difficult to learn from them.

该研究的目标是确定是否需要进行特殊培训来发展教师的元认知技能，以发展他们的资格。该研究提供了这样的测试程序。本研究的新颖之处在于整体研究了整组元认知技能的引入与教学技能的提高之间的关系。该研究是在 NJSC“Toraighyrov 大学”（哈萨克斯坦巴甫洛达尔）的基础上进行的。一个代表性样本包括 160 名一年级学生（81 名女性和 79 名男性），在对照组和实验组中相等。在实验组中，元认知技能评估的元认知技能评估显着高于对照组（r=0.281-0.369；对于“程序性知识”，对照组r=0.718；r=0.318-0.784（实验组）。在实验组中，根据 Assessing Metacognitive Awareness 测试（从 0.318 到 0.784），考试分数和元认知技能分数之间存在中度和接近强的 Pearson 相关性。本研究结果的实际应用将允许使用特殊程序来提高教师的元认知技能，重点是最难向他们学习的技能。