Oʻzbekcha
RAQAMLI-PEDAGOGIK TRANSFORMATSIYA SHAROITIDA BO‘LAJAK O‘QITUVCHILARDA RAQAMLI TA’LIM RESURSLARINI YARATISH KOMPETENTLIGINI RIVOJLANTIRISHNING NAZARIY-METODOLOGIK ASOSLARI
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
Tezisda muallifning “Bo‘lajak o‘qituvchilarda raqamli ta’lim resurslarini yaratish kompetentligini rivojlantirish” mavzusidagi dissertatsiya tadqiqoti asosida raqamli-pedagogik transformatsiya sharoitida ushbu kompetentlikni rivojlantirishning nazariy-metodologik asoslari yoritilgan. Kompetentlik TPACK va DigCompEdu doiralari asosida pedagogik konstrukt sifatida aniqlashtirilib, uning to‘rt komponentli tuzilmasi, “namunadan ijodga” rivojlantirish mexanizmi va ijodiy mahsulot asosida baholash tizimi asoslangan.
Keywords
DigCompEdu
TPACK
bo‘lajak o‘qituvchi
kompetentlik
raqamli-pedagogik transformatsiya
raqamli ta’lim resursi
“namunadan ijodga” mexanizmi
mahsulot asosida baholash.
Русский
В статье раскрываются теоретико-методологические основы развития компетентности будущих учителей в создании цифровых образовательных ресурсов в условиях цифрово-педагогической трансформации. На основе моделей TPACK и DigCompEdu компетентность уточнена как педагогический конструкт, обоснованы её четырёхкомпонентная структура, механизм развития “от образца к творчеству” и система оценивания по продукту деятельности.
DigCompEdu
TPACK
будущий учитель
компетентность
цифрово-педагогическая трансформация
цифровой образовательный ресурс
механизм “от образца к творчеству”
оценивание по продукту.
English
The article discusses the theoretical and methodological foundations for developing pre-service teachers’ competence in creating digital educational resources in the context of digital-pedagogical transformation. Drawing on the TPACK and DigCompEdu frameworks, the competence is specified as a pedagogical construct, and its four-component structure, the “from model to creation” development mechanism and a product-based assessment system are substantiated.
DigCompEdu
TPACK
competence
pre-service teacher
digital-pedagogical transformation
digital educational resource
“from model to creation” mechanism
product-based assessment.
1. O‘zbekiston Respublikasi Prezidentining 2020-yil 27-fevraldagi «Pedagogik ta’lim sohasini yanada rivojlantirish chora-tadbirlari to‘g‘risida»gi PQ-4623-son qarori // Qonunchilik ma’lumotlari milliy bazasi.
2. Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu / Ed. Y. Punie. – Luxembourg: Publications Office of the European Union, 2017. – 95 p.
3. Shulman L.S. Those who understand: Knowledge growth in teaching // Educational Researcher. – 1986. – Vol. 15, № 2. – P. 4–14.
4. Mishra P., Koehler M.J. Technological pedagogical content knowledge: A framework for teacher knowledge // Teachers College Record. – 2006. – Vol. 108, № 6. – P. 1017–1054.
5. Moiseienko M.V., Moiseienko N.V., Lavrentieva O.O. Developing pre-service teachers’ digital competence through informatics disciplines in teacher education programs // CEUR Workshop Proceedings. – 2024. – Vol. 3844. – P. 45–52.
6. Marinković M.M., Arsić J.M. Teachers’ digital competence and the dimension of creating and using digital learning materials // Education Through the COVID-19 Pandemic. Vol. 1. – Belgrade: University of Belgrade, Faculty of Education, 2024. – P. 323–338. – DOI: 10.18485/uf_edu_covid19.2024.1.ch22.
7. Mavlonova D.Sh. Developing future teachers’ competence in creating digital educational resources // International Journal of Pedagogics. – 2026. – Vol. 6, Issue 5. – P. 263–267. – DOI: 10.37547/ijp/Volume06Issue05-59.
