Oʻzbekcha
REFLEKSIV DEBRIFING ASOSIDA BO‘LAJAK O‘QITUVCHILARNING METAKOGNITIV FAOLIYATINI RIVOJLANTIRISH
Jurnal
Maktabgacha ta’limni barqaror rivojlantirish: global tendensiyalar, milliy tajriba va strategik yechimlar
Nashr
Maktabgacha ta’limni barqaror rivojlantirish: global tendensiyalar, milliy tajriba va strategik yechimlar
Annotatsiya
Mazkur maqolada refleksiv debrifing asosida bo‘lajak o‘qituvchilarning metakognitiv faoliyatini rivojlantirishning nazariy-metodologik asoslari tahlil qilinadi. Metakognitiv faoliyat shaxsning o‘z bilish jarayonlarini anglash, rejalashtirish, kuzatish, tartibga solish va natijalarini baholashga yo‘naltirilgan integrativ kasbiy sifat sifatida talqin etiladi. Refleksiv debrifing pedagogik tajribadan keyingi strukturali tahlil vositasi sifatida bo‘lajak o‘qituvchining qaror qabul qilish jarayonini qayta ko‘rib chiqishi, qo‘llangan strategiyalarning samaradorligini baholashi va yangi vaziyat uchun muqobil harakat rejasini ishlab chiqishiga xizmat qilishi asoslanadi. Nazariy tahlil asosida refleksiv debrifingning metakognitiv faoliyatni rivojlantirishga ta’sir qiluvchi besh funksiyasi hamda “rekonstruksiya – monitoring – sababiy tahlil – strategik qayta rejalash – transfer” ketma-ketligi taklif etiladi. Ushbu yondashuv pedagogik amaliyot va simulyatsion mashg‘ulotlarni oddiy tajriba to‘plashdan ongli kasbiy o‘rganish jarayoniga aylantirish imkonini beradi.
Kalit so‘zlar
bo‘lajak o‘qituvchi
metakognitiv faoliyat
metakognitiv monitoring
o‘z-o‘zini boshqarish
pedagogik tajriba
refleksiv debrifing
refleksiya
strategik rejalash
transfer
Русский
РАЗВИТИЕ МЕТАКОГНИТИВНОЙ ДЕЯТЕЛЬНОСТИ БУДУЩИХ УЧИТЕЛЕЙ НА ОСНОВЕ РЕФЛЕКСИВНОГО ДЕБРИФИНГА
В статье анализируются теоретико-методологические основы развития метакогнитивной деятельности будущих учителей посредством рефлексивного дебрифинга. Метакогнитивная деятельность рассматривается как интегративное профессиональное качество, обеспечивающее осознание, планирование, мониторинг, регуляцию и оценивание собственных познавательных и профессиональных действий. Обосновано, что рефлексивный дебрифинг как структурированный анализ после педагогической деятельности помогает будущему учителю реконструировать ход принятия решений, оценивать эффективность использованных стратегий, выявлять причины затруднений и проектировать альтернативные способы действий. На основе теоретического анализа выделены пять функций рефлексивного дебрифинга и предложена последовательность «реконструкция – мониторинг – причинный анализ – стратегическое перепланирование – перенос». Показано, что такой подход позволяет преобразовать педагогическую практику и симуляционные занятия из накопления опыта в процесс осознанного профессионального учения.
будущий учитель
метакогнитивная деятельность
метакогнитивный мониторинг
педагогический опыт
перенос
рефлексивный дебрифинг
рефлексия
саморегуляция
стратегическое планирование
English
DEVELOPING FUTURE TEACHERS’ METACOGNITIVE ACTIVITY THROUGH REFLECTIVE DEBRIEFING
The article analyzes the theoretical and methodological foundations for developing future teachers’ metacognitive activity through reflective debriefing. Metacognitive activity is interpreted as an integrative professional capacity that enables individuals to become aware of, plan, monitor, regulate, and evaluate their own cognitive and professional actions. Reflective debriefing is substantiated as a structured post-activity analysis that helps preservice teachers reconstruct their decision-making processes, evaluate the effectiveness of strategies used, identify causes of difficulties, and design alternative courses of action for future situations. Based on theoretical analysis, five functions of reflective debriefing in metacognitive development are identified, and a sequence of “reconstruction – monitoring – causal analysis – strategic replanning – transfer” is proposed. The approach can transform teaching practice and simulation-based activities from mere accumulation of experience into a process of conscious professional learning.
future teacher
metacognitive activity
metacognitive monitoring
pedagogical experience
reflection
reflective debriefing
self-regulation
strategic planning
transfer
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