English
PEDAGOGICAL CONDITIONS AND A DIDACTIC MODEL FOR IMPROVING THE SELF-DEVELOPMENT COMPETENCIES OF FUTURE PRIMARY SCHOOL TEACHERS
Jurnal
Pedagogik ta’lim va tarbiya transformatsiyasida fundamental, amaliy va innovatsion tadqiqotlarning konseptual asoslari
Nashr
Pedagogik ta’lim va tarbiya transformatsiyasida fundamental, amaliy va innovatsion tadqiqotlarning konseptual asoslari xalqaro ilmiy-amaliy anjuman (2026-yil, 23-iyun)
Annotatsiya
The thesis substantiates the pedagogical conditions for improving the self-development competencies of future primary school teachers and proposes a didactic model for their implementation. The model comprises target, theoretical-methodological, content, procedural-technological and evaluative-resultative blocks and envisages the step-by-step development of motivational, cognitive, activity and reflective components. A system of criteria, indicators and levels for assessing the competence is suggested.
Kalit so‘zlar
future primary school teacher
self-development
competence
pedagogical conditions
didactic model
reflection
individual development trajectory.
Oʻzbekcha
Tezisda bo‘lajak boshlang‘ich sinf o‘qituvchilarida o‘z-o‘zini rivojlantirish kompetensiyalarini takomillashtirishning pedagogik shart-sharoitlari asoslab berilgan hamda ularni amalga oshirishga xizmat qiluvchi didaktik model taklif etilgan. Model maqsadli, nazariy-metodologik, mazmuniy, protsessual-texnologik va baholash-natijaviy bloklardan iborat bo‘lib, motivatsion, kognitiv, faoliyatli va refleksiv komponentlarni bosqichma-bosqich rivojlantirishni nazarda tutadi. Kompetensiya darajasini aniqlash uchun mezonlar, ko‘rsatkichlar va darajalar tizimi taklif qilingan.
bo‘lajak boshlang‘ich sinf o‘qituvchisi
o‘z-o‘zini rivojlantirish
kompetensiya
pedagogik shart-sharoit
didaktik model
refleksiya
individual rivojlanish trayektoriyasi.
Русский
В тезисе обоснованы педагогические условия совершенствования компетенций саморазвития будущих учителей начальных классов и предложена дидактическая модель их реализации. Модель включает целевой, теоретико-методологический, содержательный, процессуально-технологический и оценочно-результативный блоки и предусматривает поэтапное развитие мотивационного, когнитивного, деятельностного и рефлексивного компонентов. Предложена система критериев, показателей и уровней оценки компетенции.
будущий учитель начальных классов
саморазвитие
компетенция
педагогические условия
дидактическая модель
рефлексия
индивидуальная траектория развития.
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2. Decree of the President of the Republic of Uzbekistan “On Approval of the Concept for the Development of the Higher Education System of the Republic of Uzbekistan until 2030”. No. UP-5847 of 08.10.2019. https://lex.uz/docs/4545884 (In Uzbek)
3. Decree of the President of the Republic of Uzbekistan “On the Development Strategy of New Uzbekistan for 2022–2026”. No. UP-60 of 28.01.2022. https://lex.uz/docs/5841063 (In Uzbek)
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