Bo‘lajak ingliz tili o‘qituvchilarining kasbiy-subyektiv pozitsiyasini rivojlantirishning nazariy-metodologik asoslari
DOI:
https://doi.org/10.5281/zenodo.21999449Ключевые слова:
o‘qituvchi agentligi, kasbiy-subyektiv pozitsiya, agentlik bo‘shliqlari, o‘qituvchi kognitsiyasi, kasbiy identifikatsiya, o‘qituvchi avtonomiyasiАннотация
Mazkur maqolada bo‘lajak ingliz tili o‘qituvchilarining kasbiy-subyektiv pozitsiyasini rivojlantirishning nazariy
asoslari ilmiy adabiyotlar tahlili asosida yoritilgan. Tadqiqotda o‘qituvchi agentligi (teacher agency), o‘qituvchi kognitsiyasi
(teacher cognition), kasbiy identifikatsiya (professional identity) hamda o‘qituvchi avtonomiyasi (teacher autonomy)
tushunchalarining o‘zaro konseptual bog‘liqligi tahlil qilinadi. Tadqiqot metodologiyasi sifatida nazariy tahlil, tizimli tahlil,
klassifikatsiya, bibliometrik tahlil hamda ilmiy xaritalash (science mapping) yondashuvidan foydalanilgan. Scopus xalqaro
ma’lumotlar bazasida indekslangan ilmiy manbalar asosida mavzuning rivojlanish dinamikasi, ilmiy hujjatlar tarkibi va fan
sohalari bo‘yicha taqsimoti o‘rganildi. Tadqiqot natijalari bo‘lajak ingliz tili o‘qituvchilarining kasbiy-subyektiv pozitsiyasini
rivojlantirish bo‘yicha ilmiy tadqiqotlarni kengaytirish, xorijiy tajribalarni milliy pedagogik amaliyotga moslashtirish hamda
pedagog kadrlarni tayyorlash tizimini takomillashtirish uchun nazariy-metodologik asos bo‘lib xizmat qiladi
Библиографические ссылки
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