The world's leading universities are demonstrating an increasing shift towards strengthening the development of "non-routine" abilities and competencies in their graduates (T.V. Pashchenko, HSE University, 2022, Stanciu M., 2020). Real practice is rapidly moving forward, knowledge is becoming outdated, the importance of self-study is increasing; Digitalization of the social side of life and learning; increasing importance of the ability to manage one's cognitive activity and educational trajectory for students of all categories̆; "long-life learning" (Wolters, 2003; Abdelrahman, 2020; Froumin, 2020; Savenkov, 2021, etc.; Strengthening the competitiveness of a specialist, changing the role of professional education;

Continuing education in adulthood involves a more conscious choice of a professional field, setting goals, understanding one's resources and readiness to immerse oneself in research activities as one of the forms of learning. Learning in adulthood is largely based on self-learning, which is based on the developed metacognitive abilities of an individual.

The problem of this study: is there a connection between metacognitive abilities and the previous educational and professional experience of students in a master's program?

The purpose of this study was to identify the presence of a connection between different groups of metacognitive abilities and the professional experience of master's students.

Comparison of various models allowed us to identify research, control and reflexive metacognitive abilities, which together provide "knowledge about one's cognition, the volume and features of the functioning of cognitive processes", as well as the ability to self-assess knowledge about one's abilities (linguistic, mathematical, spatial, interpersonal). Metacognitive abilities are based on metacognitive awareness (metacognitive knowledge: declarative, procedural, conditional and metacognitive regulation) and are implemented in metacognitive strategies.

Special work at the university allows you to influence the development of students' metacognitive awareness and their academic achievements (Stanciu, 2011; Nbina, 2012; Rogalla I., 2013; Yang, Bai, 2019, etc.). Earlier studies demonstrate a negative relationship between metacognitive awareness and academic achievement or no relationship (Sperling, B.C. Howard, R. Staley, N. DuBois, 2004).

In the process of long-term learning (today this period of time stretches much longer than studying at the university), the metacognitive strategies that the student chooses turn out to be significant (S. Yang, L. Bai, 2019 demonstrates this trend using the example of doctoral students). Previously, S. Shannon (2008) identified the most significant metacognitive strategies for self-directed learning. For example, the preference for metacognitive questions for continuous assessment of one's progress increases students' motivation. It seems promising to develop them specifically using the resources of many academic disciplines studied by students of the Master's degree programs in "Pedagogical Education" and "Psychological and Pedagogical Education".

The professional training of student teachers has its own specifics. A teacher must not only understand and build his own self-study, but also be able to assess and organize conditions for the development of students' metacognitive abilities. Consequently, in the process of university training of a future teacher, an extremely important task is the development of appropriate metacognitive strategies. The reflexive-activity approach is the most effective for creating these conditions.

Formative experiment based on the University School of the State Autonomous Educational Institution of Higher Education Moscow State Pedagogical Univ. (2016-2020); development of metacognitive abilities of future primary school teachers based on the development of research abilities of younger students. analysis of reflective questionnaires and self-reports of students at each stage of training Methodology for the developmental assessment of metacognitive abilities (Smirnova P.V.) (2019-2024)

We presented our experience in developing the metacognitive abilities of future primary school teachers within the framework of the reflexive-activity approach. Some relationships between the level of development of metacognitive abilities and such independent variables as student academic success, year of study at the university, form of study (traditional, reflective-activity), previous educational and professional experience are highlighted (Smirnova P.V., 2019, 2021, 2024) Metacognitive abilities can develop and the level of their development affects the success of the learning process. The development of metacognitive abilities is evidenced by adequate self-assessments of students' research abilities, the detection of professional deficiencies. The focus of the analysis shifts to "designation of new professional horizons and lines of development." Our research has shown that highly academically successful students do not always have a high level of development of metacognitive abilities (Smirnova P.V., Kozlova V.A., 2019). At the same time, students with good and average stable academic results demonstrate a higher degree of flexibility and professional reflection, research competencies (Savenkov, Afanasyeva, Bogdanova, Serebrennikova, Smirnova, 2020). Special work at the university allows to influence the development of students' metacognitive awareness and their academic achievements (Stanciu, 2011, using the example of work with first-year students at three Romanian universities; Nbina, 2012; Yang, Bai, 2019, etc.). For some professions, the development of these abilities is of particular importance, for example, for the profession of “teacher” (one “grows” oneself as a professional). the ability to adjust and individualize their professional activities based on external assessments and self-assessments is becoming increasingly important for teachers. The presence of different basic specializations of future teachers at the bachelor's level has a significant impact on the manifestation of metacognitive strategies and competencies. To discover more precise patterns, it is necessary to supplement the existing cross-sectional empirical data with longitudinal data.

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