The relevance of the research is due to the fact that insufficient attention is paid to the purposeful formation of future teachers' readiness to manage consciously educational and cognitive activity of students in the process of education at the university. In this regard, knowledge of pedagogical management is often acquired by future teachers spontaneously, in the process of direct pedagogical activity. Purpose of the research was to identify the effectiveness of the application of technology for the development of critical thinking in the process of forming the cognitive component of the managerial competence of future teachers. Materials and techniques. The base of the research was the Pridnestrovian State University named after T.G. Shevchenko (Tiraspol). The experiment involved 156 students – future teachers. The research methods were applied: theoretical – analysis of scientific information, goal-setting; empirical – experiment, testing according to the questionnaire we compiled to study the level of formation of the cognitive component of managerial competence, analysis of the products of students' activity; statistical – analysis of the effectiveness of the formative experiment using the Pearson criterion. Results. It has been determined that the use of technology for the development of critical thinking contributes to the successful formation of the cognitive component of the managerial competence of future teachers. The link between the selected features in the experimental groups is statistical significance (χ² = 11,980; χ² = 26,914; χ² = 26,307; χ² = 26,421) at the level of significance р<0,01 (df=2). At the control stage, students demonstrated the practice-oriented nature of managerial knowledge, consciously applied them in solving educational problems, predicted the consequences of the adopted pedagogical decisions, showed holistic ideas about the methods, techniques and means of managing the educational activities of students.