The article describes the methodological significance of the development of metacompetence of future primary school teachers. First of all, philosophical (to be strong in the mind, to strive for self-knowledge, learning about oneself, about the oddities and joys emanating from a new thought, cognition, sensory cognition, dialectics, etc.) distinguish the main conceptual categories in analysis. Psychological (properties of activity, cohesion and independence), pedagogical (readiness for continuing education, willingness to transfer existing knowledge, skills, abilities to new objects of activity) aspects of the concept of metacompetence are analyzed. The subjectivity of metacompetence is stated structurally. A content analysis of the concept of "meta-competence" is given. Methodological approaches to the development of metacompetence of future primary school teachers methodological approaches (consistency, personality, multi-personality, synergy) and principles (aspiration, subjectivity) are proposed. In accordance with the methodological principles, the components (motivational, meaningful, reflexive), criteria and indicators of the development of metacompetence of future primary school teachers are determined. The diagnostic work on the ascertaining experiment in the transmission of the structural and substantive nature of the components is analyzed. The results of the experiment are explained by percentage treatments according to indications. Proposals on the effectiveness of the development of metacompetence of future primary school teachers will be considered.