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Components of metacognition and metacognitive properties of forecasting… 81 situativity of thinking among the program participants and the participants' subjective evaluations of transformation in coping with difficulties in conflict situations). The formation of supra-situational thinking-in particular, of components such as forecasting (in both a narrow and a broad context)-is closely connected with envisaging prospects, including those for one's own professional and personality development.Keywords: metacognition, metacognitive knowledge, metacognitive activity, forecasting, supra-situativity of professional thinking introduction At the present stage of social development it is vital to meet challenges in a flexible and timely way in the education field because modern education is not only and not so much related to giving knowledge but rather is aimed at personality and metasubject results. In view of this goal, the issue of teachers' professional training and retraining and of the formation of PPT, which is a crucial factor in the organization and orientation of professional behavior and communication, is becoming urgent. Accordingly, meeting new educational requirements that strengthen efficiency in mastering all professional spheres, that increase the competitiveness of professionals in different fields, and that help in solving many other constantly changing social problems is possible only within the framework of pedagogical activities. Therefore, researching PPT and its metacognitive conditionality is crucial and fundamental not only for cognitive psychology but also for social psychology. here we see a possible solution to the above-mentioned problems of enabling the formation of supra-situational thinking through transforming one of its components, forecasting, which has a metacognitive nature, and of perfecting metacognitive components (metacognitive knowledge and metacognitive activity).PPT satisfies all general laws regarding thinking, although, in accordance with professional-thinking theory, it has its own peculiarities (gonobolinhas suggested treating PPT as a cognitive process of discovering and solving pedagogical problems with the personal involvement of teachers in transformations in the course of their pedagogical activities. suggest viewing problemacy as an elementary unit of PPT.Psychological analysis of PPT and metacognitive personality structures shows their close interconnection. The subjects of activity not only comprehend their own cognitive processes but willingly watch them (Flavell, 2002), in which case metacognitive processes are intentional, planned, purposeful, and oriented toward future mental behavior, which can be used for solving cognitive tasks.Analysis of Russian and foreign research materials leads to the conclusion that subjects of activity can be differentiated according to the level of their metacognitive abilities; those with more pronounced metacognitive abilities are more successful, and metacognition itself appears to be related to other factors that define activi...

Introduction. The strategic task of improving the quality of Russian education requires increasing the efficiency of education system management. The authors assume integration of cognitive and personal resources of the subject of activity. The researchers focus on professional thinking as one of the cognitive resources. The aim of the article is to study the relationship between professional thinking and the socio-psychological features of personality. Materials and Methods. The materials of the study were the data of a survey of 65 people. The authors used questionnaires and the method of analyzing problem situations. For statistical processing, the methods of mathematical statistics were used. Results. It is shown that the situational-suprasituational level of thinking is predominant. The relationship between the level of professional thinking and the flexibility of choosing strategies of behavior in conflict and stress is established. There are similarities between the talent pool and managers with experience in conflict and stress behavioral strategies, and differences in management motivations. The new socio-economic reality and changes in the educational environment suggest that the manager should be ready to solve new heterogeneous professional tasks, which require expanding the range of competencies and a different level of reality understanding, integrating their own psychological structures, where professional thinking will play a system-forming role. Discussion and Conclusion. The obtained results can be used in solving tasks of the Nation-wide Project “Educationˮ aimed at further training of teaching staff, and in administering the said programs of continuing education.

Educational EnvironmentOpen education  V. 21. № 2. 2017 29 Статья публикуется при поддержке гранта РГНФ «Метакогнитивные процессы в профессионализации субъекта» (проект № 15-06-10823а)