Funksional yondashuv asosida bo‘lajak o‘qituvchilar pedagogik mahoratining tarkibiy komponentlarini takomillashtirish
Боковая панель статьи
Основное содержимое статьи
Аннотация
Maqolada bo‘lajak o‘qituvchilar pedagogik mahoratining tarkibiy komponentlarini kasbiy funksiyalar va kuzatiladigan pedagogik harakatlar bilan bog‘lash muammosi nazariy jihatdan tahlil qilindi. Tadqiqot maqsadi funksional yondashuv asosida komponentlarning mazmunini aniqlashtirish, ularni rivojlantirish sikli va diagnostik mezonlari bilan uyg‘unlashtirishdan iborat. Qiyosiy adabiyotlar tahlili, funksional tasniflash hamda strukturaviy-funksional modellashtirish usullari qo‘llandi. Natijada olti komponentli integrativ model, besh bosqichli mikrodars sikli va o‘n ikkita kuzatiladigan indikatorga tayangan baholash yechimi ishlab chiqildi.
Информация о статье
Библиографические ссылки
Shulman L. S. Knowledge and Teaching: Foundations of the New Reform // Harvard Educational Review. 1987. Vol. 57(1). P. 1–22.
Korthagen F. A. J. In Search of the Essence of a Good Teacher: Towards a More Holistic Approach in Teacher Education // Teaching and Teacher Education. 2004. Vol. 20(1). P. 77–97.
Grossman P., Compton C., Igra D., Ronfeldt M., Shahan E., Williamson P. W. Teaching Practice: A Cross-Professional Perspective // Teachers College Record. 2009.
Mishra P., Koehler M. J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge // Teachers College Record. 2006. Vol. 108(6). P. 1017–1054.
Van de Grift W. Quality of Teaching in Four European Countries: A Review of the Literature and Application of an Assessment Instrument // Educational Research. 2007. Vol. 49(2). P. 127–152.
Black P., Wiliam D. Assessment and Classroom Learning // Assessment in Education: Principles, Policy & Practice. 1998. Vol. 5(1). P. 7–74.
Hattie J., Timperley H. The Power of Feedback // Review of Educational Research. 2007. Vol. 77(1). P. 81–112.
Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu / Ed. Y. Punie. Luxembourg: Publications Office of the European Union, 2017.
Miao F., Cukurova M. AI Competency Framework for Teachers. Paris: UNESCO, 2024.
Darling-Hammond L., Hyler M. E., Gardner M. Effective Teacher Professional Development. Palo Alto: Learning Policy Institute, 2017.
Asregid D., Mihiretie D. M., Kassa S. A. Teacher Educators Use of Feedback to Facilitate Reflective Practice among Pre-Service Teachers during Microteaching // Cogent Education. 2023. Vol. 10(2). Article 2257121.