Description
Abstract
Purpose. The article considers the individual psychological characteristics of teachers as a factor of the illusion of knowledge of students. Our study demonstrates the importance of the teacher in the development of metacognitive processes of the students. Regulation of cognitive activity is a key skill that ensures the effectiveness of the learning process.
Design/methodology/approach. The study involved 288 students and 19 teachers of the National University of “Ostroh Academy”. With the help of one-way ANOVA, the differences between the indicators of the illusion of knowledge in terms of individual psychological characteristics of the teacher were established.
Findings. The lowest indicators of the illusion of knowledge are characterized by those students whose teachers have emotional and methodological (M = 0,1117; SD = 0,47266) and rational and improvisational (M = 0,1029; SD = 0.57641) styles of pedagogical communication, strong position of the teacher as an educator (M = 0,0206; SD = 0,50743), high level of metacognitive inclusion (M = 0,0701; SD = 0,48804) and average directive style of pedagogical communication (M = 0,0559; SD = 50438) .
Originality/value. The obtained results will be useful for pedagogical higher educational institutions that carry out the formation of future teachers, as they complement the idea of the quality of the teacher, which contributes to more effective student learning.
Keywords: metacognitive monitoring, illusion of knowledge, training, individual features of the teacher.
