Skolotāju metakognitīvo prasmju pašnovērtējuma korelācija ar pašnovērtējumu par savu profesionālo pilnveidi

In order to achieve higher learning goals for students, for teachers it is important to plan, monitor and reflect on their professional performance to make decisions about the improvements that need to be made. Metacognitive skills are essential for teachers to define their real professional development needs and organize their own professional development. This leads to a hypothesis that teachers who have developed metacognitive skills use them both in their classroom and professional development process. In a case study, teachers of a large high school of Riga were examined whether there is a correlation between teachers' assessment of their metacognitive skills in organizing learning process in classroom and their self-assessment about professional development. The findings of the study suggest that there is no clear correlation between teachers' assessment of their professional activities related to lesson planning, monitoring and evaluation and their attitudes towards their involvement in the design, implementation and reflection of their professional development. Although average rates of teachers' self-evaluation for lessons and their professional development are quite similar across all aspects of metacognitive skills, the correlation between these elements is weak (up to 0.3) or moderately close (0.5 to 0.7). Teachers who indicate in their self-assessment that they regularly plan, monitor and evaluate their performance in the classroom do not always follow similar steps in their professional development and vice versa.