Oʻzbekcha
TA’LIM JARAYONINI RAQAMLASHTIRISH SHAROITIDA BO‘LAJAK PEDAGOGLARNING RAQAMLI KOMPETENSIYASINI RIVOJLANTIRISH
Nashr
Ta'lim ufqlari ilmiy-uslubiy jurnali 2-son
Annotatsiya
Maqolada ta’lim jarayoni raqamlashtirilayotgan sharoitda bo‘lajak pedagoglarning raqamli kompetensiyasini rivojlantirishning pedagogik jihatlari tahlil qilinadi. Mavzuning dolzarbligi oliy va maktab ta’limini raqamlashtirishga oid normativ hujjatlar hamda pedagog faoliyatiga qo‘yilayotgan yangi talablar bilan asoslanadi. Ilmiy adabiyotlarni tahlil qilish, qiyosiy tahlil, tizimlashtirish va pedagogik modellashtirish metodlari asosida “raqamli savodxonlik” va “raqamli kompetensiya” tushunchalari farqlandi, DigComp, DigCompEdu va TPACK g‘oyalariga tayanib, bo‘lajak pedagog raqamli kompetensiyasining yettita komponenti belgilandi. Uni oliy pedagogik ta’limda rivojlantirishning pedagogik shart-sharoitlari tizimlashtirilib, amaliy tavsiyalar berildi. Sun’iy intellekt vositalaridan foydalanishning pedagogik jihatlari qisqacha ko‘rib chiqildi. Tadqiqot nazariy xarakterga ega bo‘lib, empirik tekshiruvni o‘z ichiga olmaydi. Natijalardan pedagogik ta’lim yo‘nalishlarida o‘quv jarayonini loyihalashda foydalanish mumkin.
Kalit so‘zlar
DigCompEdu
axborot-kommunikatsiya texnologiyalari
bo‘lajak pedagog
oliy pedagogik ta’lim
pedagogik kompetensiya
raqamli kompetensiya
raqamli ta’lim
ta’limni raqamlashtirish
Русский
В статье рассматриваются педагогические аспекты развития цифровой компетентности будущих педагогов в условиях цифровизации образовательного процесса. Актуальность темы обоснована нормативными документами Республики Узбекистан по цифровизации высшего и школьного образования, а также новыми требованиями к деятельности педагога. На основе анализа научной литературы, сравнительного анализа, систематизации и педагогического моделирования разграничены понятия «цифровая грамотность» и «цифровая компетентность»; с опорой на идеи DigComp, DigCompEdu и TPACK определены семь компонентов цифровой компетентности будущего педагога. Систематизированы педагогические условия её развития в высшем педагогическом образовании и предложены практические рекомендации. Кратко рассмотрены педагогические аспекты использования средств искусственного интеллекта. Исследование носит теоретический характер и не включает эмпирической проверки. Результаты могут быть использованы при проектировании учебного процесса на педагогических направлениях бакалавриата.
DigCompEdu
будущий педагог
высшее педагогическое образование
информационно-коммуникационные технологии
педагогическая компетентность
цифровая компетентность
цифровизация образования
цифровое образование
English
The article examines the pedagogical aspects of developing pre-service teachers’ digital competence as education becomes increasingly digitalized. The relevance of the topic is grounded in Uzbekistan’s regulatory documents on digitalizing higher and school education and in the changing demands placed on teachers. Using literature analysis, comparative analysis, systematization and pedagogical modeling, the study distinguishes digital literacy from digital competence and, drawing on DigComp, DigCompEdu and TPACK, identifies seven components of a pre-service teacher’s digital competence. The pedagogical conditions for developing it in higher pedagogical education are systematized and practical recommendations are proposed. The pedagogical use of artificial intelligence tools is briefly discussed. The study is theoretical and includes no empirical testing. The findings can be used when designing the learning process in undergraduate teacher education programs
DigCompEdu
digital competence
digital education
digitalization of education
higher pedagogical education
information and communication technologies
pedagogical competence
pre-service teacher
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