Oʻzbekcha
RAQAMLI TA’LIM MUHITIDA BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING KASBIY KOMPETENTLIGINI RIVOJLANTIRISH METODIKASI
Journal
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Issue
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Abstract
Maqolada raqamli ta’lim muhiti sharoitida bo‘lajak boshlang‘ich sinf o‘qituvchilarining kasbiy kompetentligini rivojlantirishning ilmiy-nazariy va metodik asoslari yoritilgan. Kasbiy kompetentlikning raqamli kompetensiya, pedagogik-metodik, kommunikativ va refleksiv tarkibiy qismlari o‘zaro bog‘liqlikda tahlil qilingan. Maqolada kasbiy kompetentlikni rivojlantirishning motivatsion, kognitiv, amaliy-faoliyat va refleksiv-baholash bosqichlarini qamrab oluvchi metodik yondashuv taklif etilgan.
Keywords
TPACK
bo‘lajak o‘qituvchi
kasbiy kompetentlik
raqamli kompetensiya
raqamli ta’lim muhiti
Русский
В статье освещаются научно-теоретические и методические основы развития профессиональной компетентности будущих учителей начальных классов в условиях цифровой образовательной среды. Анализируются взаимосвязи цифровой компетентности, педагогико-методической, коммуникативной и рефлексивной составляющих профессиональной компетентности. Предложен методический подход, включающий мотивационный, когнитивный, практико-деятельностный и рефлексивно-оценочный этапы развития профессиональной компетентности.
TPACK
будущий учитель
профессиональная компетентность
цифровая компетентность
цифровая образовательная среда
English
The article examines the theoretical and methodological foundations for developing the professional competence of future primary school teachers in a digital learning environment. The interrelationship between digital competence and the pedagogical-methodological, communicative, and reflective components of professional competence is analysed. A methodological approach consisting of motivational, cognitive, practical-activity, and reflective-assessment stages is proposed.
digital competence
digital learning environment
future teacher
professional competence
TPACK
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