Oʻzbekcha
RAQAMLI TA’LIM MUHITIDA BO‘LAJAK PEDAGOGLARNING KASBIY REZILYENTLIGINI RIVOJLANTIRISH
Journal
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Issue
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Abstract
Maqolada raqamli ta’lim muhitida bo‘lajak pedagoglarning kasbiy rezilyentligini rivojlantirish muammosi ilmiy-nazariy jihatdan tahlil qilingan. Tadqiqot muammosi — bo‘lajak pedagoglarning texnologik o‘zgarishlar va kasbiy yuklama sharoitida barqarorligini ta’minlovchi mexanizmlarning yetarli darajada o‘rganilmaganligidan iborat. Maqolaning maqsadi kasbiy rezilyentlik tushunchasini raqamli ta’lim kontekstida ilmiy asoslash va uning rivojlantirish modelini taklif etishdir. Tadqiqotda xorijiy va mahalliy ilmiy manbalar tahliliga asoslangan nazariy-analitik yondashuvdan foydalanilgan. Natijada kasbiy rezilyentlikning o‘nta o‘zaro bog‘liq komponenti aniqlanib, ularni rivojlantirishning kontseptual modeli ishlab chiqildi. Tadqiqot natijalari pedagogika oliy ta’lim muassasalarida bo‘lajak pedagoglarni tayyorlash dasturlarini takomillashtirishda amaliy ahamiyatga ega.
Keywords
bo‘lajak pedagog
kasbiy barqarorlik
kasbiy moslashuv
kasbiy rezilyentlik
pedagogik kompetensiya
raqamli kompetensiya
raqamli ta’lim muhiti
refleksiya
Русский
В статье анализируется проблема развития профессиональной резильентности будущих педагогов в условиях цифровой образовательной среды. Проблема исследования заключается в недостаточной изученности механизмов, обеспечивающих устойчивость будущих педагогов в условиях технологических изменений и профессиональной нагрузки. Цель статьи — научное обоснование понятия профессиональной резильентности в контексте цифрового образования и разработка модели её развития. В исследовании использован теоретико-аналитический подход, основанный на анализе зарубежных и отечественных научных источников. В результате выявлены десять взаимосвязанных компонентов профессиональной резильентности и разработана концептуальная модель их развития. Результаты исследования имеют практическое значение для совершенствования программ подготовки будущих педагогов в высших педагогических учебных заведениях
будущий педагог
педагогическая компетентность
профессиональная адаптация
профессиональная резильентность
профессиональная устойчивость
рефлексия
цифровая компетентность
цифровая образовательная среда
English
The article examines the problem of developing professional resilience among future teachers within a digital educational environment. The research problem lies in the insufficient theoretical elaboration of mechanisms ensuring future teachers' stability under technological change and professional workload. The article aims to substantiate the concept of professional resilience in the context of digital education and to propose a model for its development. A theoretical-analytical approach based on the synthesis of foreign and domestic scholarly sources was employed. As a result, ten interrelated components of professional resilience were identified, and a conceptual model for their development was elaborated. The findings hold practical value for improving future-teacher training programs at pedagogical higher education institutions
digital competence
digital educational environment
future teacher
pedagogical competence
professional adaptation
professional resilience
professional stability
reflection
1. Antonovsky A. Unraveling the Mystery of Health: How People Manage Stress and Stay Well. San Francisco: Jossey-Bass, 1979.
2. Beltman S., Mansfield C., Price A. Thriving not just surviving: A review of research on teacher resilience // Educational Research Review. — 2011.
3. Bonanno G.A. Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? // American Psychologist. — 2004.
4. Day C., Gu Q. Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career // Oxford Review of Education. — 2007.
5. Garmezy N. Resiliency and vulnerability to adverse developmental outcomes associated with poverty // American Behavioral Scientist. — 1991.
6. Gu Q., Day C. Teachers resilience: A necessary condition for effectiveness // Teaching and Teacher Education. — 2007.
7. Le Cornu R. Building early career teacher resilience: The role of relationships // Australian Journal of Teacher Education. — 2013.
8. Luthar S.S., Cicchetti D., Becker B. The construct of resilience: A critical evaluation and guidelines for future work // Child Development. — 2000.
9. Masten A.S. Ordinary magic: Resilience processes in development // American Psychologist. — 2001.
10. OECD. TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing, 2019.
11. O‘zbekiston Respublikasi Prezidentining “Raqamli O‘zbekiston — 2030 strategiyasini tasdiqlash to‘g‘risida”gi Farmoni, PF-6079, 2020-yil 5-oktyabr.
12. O‘zbekiston Respublikasining “Pedagogning maqomi to‘g‘risida”gi Qonuni, O‘RQ-901, 2024-yil.
13. O‘zbekiston Respublikasining “Ta’lim to‘g‘risida”gi Qonuni, O‘RQ-637, 2020-yil 23-sentyabr.
14. Rutter M. Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder // British Journal of Psychiatry. — 1985.
15. UNESCO. Education 2030: Incheon Declaration and Framework for Action. Paris: UNESCO, 2015.
16. UNESCO. ICT Competency Framework for Teachers, Version 3. Paris: UNESCO, 2018.
17. Ungar M. Resilience across cultures // British Journal of Social Work. — 2008.
18. European Commission, Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union, 2017.
19. Werner E.E., Smith R.S. Vulnerable but Invincible: A Longitudinal Study of Resilient Children and Youth. New York: McGraw-Hill, 1982.
20. Zhang L., Luo H. Teacher resilience in the digital era // Frontiers in Psychology. — 2023.
