Search

Kashapov M.M. Resource opportunities for professionalization of pedagogical thinking. Pedagogical Review. 2023. Issue 5 (51). P. 137-145

The article presents an overview and analytical consideration of the professionalization of pedagogical thinking as a long process of mastering the chosen profession, arising in the pre-university period and continuing at the university and postgraduate stages of training and advanced training. It is proved that the professionalization of the teacher’s thinking is accompanied by the development of his personality through the actualization and implementation of the supra-situational level of problem detection in the professional activity performed. Resource opportunities are characterized by personal orientation of thinking as the basis of creative self-realization of the teacher. This orientation is characterized by the establishment of supra-situational problemativeness, which allows the teacher to include not only situational, but also personal characteristics in the analysis of a pedagogical problem situation. Awareness of one’s own personal characteristics, which are important for the optimal resolution of the professional difficulty that has arisen, is the spiritual support of the teacher. Personal neoplasms arise when the teacher realizes what personal qualities are not enough to achieve the intended goal in the process of coping with the difficulties that have arisen. It is proved that habilitation is characterized by the development of potential intellectual capabilities that determine the stability and productivity of the teaching staff. Amplification as a method of semantic expansion of the semantic field in cognition and transformation of a difficult situation contributes to an adequate understanding of what is happening and provides an expansion of the valuesemantic orientation of the zone of development of one’s own capabilities.

Keywords: professionalization, pedagogical thinking, teachers, students, mental activity, subject, resource-based thinking

Kashapov M.M., Egorova M.M. The role of teachers' metacognitive resources in preventing obesity as a key component of metabolic syndrome. Pedagogical Review. 2026. Issue 4 (68). P. 117-126

This article examines the role of teacher’s metacognitive resources in obesity prevention as a key component of metabolic syndrome. Metabolic syndrome is a cluster of metabolic and cardiovascular disorders, that includes central obesity, dyslipidemia, hyperglycemia, and arterial hypertension. Its prevalence among educators has reached critical levels: abdominal obesity identified in 40,2% of professionals in this field. Teaching is characterized by high degree of emotional and cognitive load, which triggers a cascade of neuroendocrine reactions leading to visceral fat accumulation and the development of insulin resistance. A systematic analysis of Russian and international studies was conducted to examine the interrelation between teacher’s occupational stress, metabolic disturbances, and metacognitive. The aim of this study is to investigate the role of teacher’s metacognitive resources in metabolic syndrome prevention. It is substantiated that professional thinking resourcefulness, understood as the metacognitive ability to recognize, actualize, and effectively utilize internal and external means for solving professional tasks, serves as protective factor inhibiting metabolic disorder development. A key component of the professional thinking resourcefulness concept is suprasituational thinking, viewed as the teacher’s intellectual ability to transcend the boundaries of a specific problem situation. This capacity reduces affective involvement and mitigates the physiological stress responses. Metacognitive resources, including suprasituational thinking, mindfulness, and metacognitive regulation of eating behavior, act as protective factors against emotion-driven overeating and metabolic disturbances. Empirical data confirms the association between high levels of mindfulness and metacognitive regulation and lower probability of developing metabolic syndrome. The mechanism of bidirectional relationship between metacognition and metabolic health is described: metacognitive ability deficits lead to emotional overeating and obesity, which in turn causes cognitive impairments, forming a vicious cycle: low thinking resourcefulness → insufficient self-regulation → emotional overeating → obesity and metabolic syndrome → cognitive impairments → further decline in metacognitive abilities. Development of teacher’s metacognitive competencies at early stages of professionalization may provide a psychological basis for preventive programs targeting metabolic syndrome, which has significant practical implications for maintaining the occupational health of educators.

Keywords: metacognitive resources, metabolic syndrome, obesity, occupational health of educators, suprasituational thinking, thinking resourcefulness, mindfulness, burnout syndrome, occupational stress