Pedagogik ta’limda klaster yondashuvi: O‘zbekiston va jahon tajribasi
DOI:
https://doi.org/10.5281/zenodo.17375435Ключевые слова:
o‘qituvchi tayyorlash; klaster yondashuvi; pedagogik innovatsiya; uzluksiz ta’lim; Chirchiq modeli; xalqaro tajriba; hamkorlik; malaka oshirish; inklyuziv ta’limАннотация
Maqolada o‘qituvchilarni tayyorlashda klaster yondashuvining ahamiyati hamda uning O‘zbekiston ta’lim
tizimidagi joriy etilishi tahlil qilinadi. Ushbu yondashuvning maqsadi – ta’lim sifatini oshirish, uzluksiz kasbiy rivojlanishni
yo‘lga qo‘yish va oliy ta’lim muassasalari bilan umumta’lim maktablari o‘rtasidagi hamkorlikni kuchaytirishdan iborat.
Chirchiq pedagogika klasteri misolida “Eshitdim – Ko‘rdim – Bajardim” metodikasi nazariya va amaliyot o‘rtasidagi tafovutni
qisqartirishi tahlil qilinadi. Germaniya va Avstriyadagi Schulcluster, Rossiya va MDHdagi “ta’lim – fan – ishlab chiqarish”
modeli hamda Afrika tajribalari klasterlarning samaradorlik, innovatsiya va inklyuzivlikni rag‘batlantirishini ko‘rsatadi.
Tadqiqot natijalari shuni isbotlaydiki, klaster modeli o‘qituvchilar malakasini barqaror oshirish, resurslarni teng taqsimlash
va inklyuziv ta’limni rivojlantirishga xizmat qiladi
Библиографические ссылки
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