Research and Publications

Hikmatov Sh

Boettger Ch

10.5281/zenodo.19043395

Annotatsiya

Maqolada bo‘lajak o‘qituvchilarning metodik kompetentligini rivojlantirishga qaratilgan KIFRT – Kasbiy identifikatsiya va faol rivojlanish tizimi modeli tahlil qilingan. Bo‘lajak pedagoglarning kasbiy shakllanishini tizimli ravishda tashkil etish, ularning metodik tayyorgarligini rivojlantirish hamda kasbiy identifikatsiyasini mustahkamlash mexanizmi keltirilgan. Tizim diagnostika, rivojlantirish, kasbiy identifikatsiya hamda baholash va barqarorlashtirish bosqichlaridan iborat bo‘lib, bo‘lajak pedagoglarning professional o‘sishini uzluksiz qo‘llab-quvvatlashni nazarda tutadi. KIFRT tizimi bo‘lajak pedagoglarning metodik kompetentligini rivojlantirish, ularning kasbiy motivatsiyasini oshirish va ta’lim jarayonining samaradorligini ta’minlashda muhim ahamiyatga ega ekanligi ko‘rsatilgan.

Kalit so'zlar:

metodik kompetentlik, kasbiy identifikatsiya, pedagogik innovatsiya, professional rivojlanish, ta’lim sifati, KIFRT tizimi.

Foydalanilgan adabiyotlar

1. OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. https://www.oecd.org/content/dam/oecd/en/publications/reports/2019/06/talis 2018-results-volume-i_03d63387/1d0bc92a-en.pdf 2. OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. https://www.oecd.org/education/talis-2018 results-volume-ii.htm. 3. OECD (2025). Teaching and Learning International Survey (TALIS) 2024 Conceptual Framework. https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/06/teac hing-and-learning-international-survey-talis-2024-conceptual framework_aad4c349/7b8f85d4-en.pdf 4. Schleicher A. World Class: How to Build a 21st-Century School System. – Paris: OECD Publishing, 2018. 5. Darling-Hammond L. Teacher Education and the American Future. – New York: Teachers College Press, 2017. 6. Ainscow, M. (2005), “Developing inclusive education systems: What are the levers for change?”, Journal of Educational Change. 7. Ball, D. et al. (2009), “Combining the development of practice and the practice of development in teacher education”, The Elementary School Journal, Vol. 109/5, pp. 458-474, https://doi.org/10.1086/596996. 8. Banerjee, N. et al. (2017), “Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools”, American Journal of Education, Vol. 123/2, pp. 203-241, https://doi.org/10.1086/689932. 9. Boyd, D. et al. (2009), “Teacher preparation and student achievement”, Education Evaluation and Policy Analysis, Vol. 31/4, pp. 416-440, https://doi.org/10.3102/0162373709353129. 10. Danielson C. (2013). The Framework for Teaching Evaluation Instrument. Princeton: The Danielson Group. 11. Darling-Hammond L. (2000). How teacher education matters. Journal of Teacher Education.Peterson 12.Novikov, P. & Ivanova, N. (2020). Innovative Pedagogical Technologies in Vocational Education. Moscow: Moscow State Pedagogical University Press. 13. Darling-Hammond, L. et al. (2005), “Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness”, Education Policy Analysis, Vol. 13/42, pp. 1-60, https://doi.org/10.14507/epaa.v13n42.2005.

Leave a Comment

Your email address will not be published. Required fields are marked *