BO‘LAJAK O‘QITUVCHILARNING KASBIY ADAPTIVLIK KO‘NIKMALARINI RIVOJLANTIRISHNING PEDAGOGIK-PSIXOLOGIK XUSUSIYATLARI
DOI:
https://doi.org/10.66345/stj.v4i5/1.6383Keywords:
kasbiy adaptivlik, kognitiv moslashuvchanlik, emotsional intellekt, refleksiv yondashuv, interaktiv metodlar, pedagogik amaliyot, oliy pedagogik ta’lim, proaktivlikAbstract
Ushbu maqolada oliy pedagogik ta’lim muassasalarida tahsil olayotgan bo‘lajak o‘qituvchilarning kasbiy adaptivlik ko‘nikmalarini rivojlantirishning pedagogik-psixologik xususiyatlari tahlil qilingan. Tadqiqotning maqsadi bo‘lajak pedagoglarning zamonaviy ta’lim muhitiga samarali moslashishini ta’minlovchi omillarni aniqlash hamda kasbiy adaptivlikni shakllantirishning samarali
mexanizmlarini asoslashdan iborat. Tadqiqot jarayonida mavzuga oid ilmiy-pedagogik va psixologik adabiyotlar, mahalliy hamda xorijiy olimlarning ilmiy qarashlari qiyosiy tahlil qilindi. Tahlillar natijasida kasbiy adaptivlikning tarkibiy komponentlari, uni shakllantirishga ta’sir etuvchi pedagogik va psixologik omillar hamda bo‘lajak o‘qituvchilarning kasbiy tayyorgarligini takomillashtirishning
samarali yo‘nalishlari aniqlashtirildi. Shuningdek, interaktiv ta’lim metodlari, refleksiv yondashuv va innovatsion pedagogik texnologiyalarning kasbiy adaptivlikni rivojlantirishdagi o‘rni yoritildi. Tadqiqot natijalari bo‘lajak pedagoglarning kasbiy kompetentligini oshirish va ularning zamonaviy ta’lim muhitiga muvaffaqiyatli moslashuvini ta’minlashga xizmat qiluvchi ilmiy-amaliy tavsiyalarni ishlab chiqish uchun nazariy asos bo‘lib xizmat qiladi.
Downloads
References
1. Collie, R.J., Granziera, H. & Martin, A.J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125
136. doi:10.1016/j.tate.2018.04.015
2. Collie, R.J. & Martin, A.M. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. doi:10.1016/j.lindif.2017.03.003
3. Djurayev, R. X. (2021). Zamonaviy pedagogik ta’limning dolzarb muammolari va rivojlanish tendensiyalari. Toshkent: Fan.
4. Loughland, T. & Alonzo, D. (2019). Teacher adaptivepractices: Examining links with teacher selfefficacy, perceived autonomy support and teachers’sense of adaptability. Educational Practice andTheory, 40(2), 55–70. doi:10.7459/ept/40.2.0 638 4 5/1
5. Martin, A.J., Nejad, H., Colmar, S. & Liem, G.A.D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty
and uncertainty. Australian Journal of Guidance and Counselling, 22(1), 58–81. doi:10.1017/jgc.2012.8.
6. Qodirov, B. R. (2016). Shaxsning kasbiy moslashuvchanligi va uning psixodiagnostikasi. Samarqand: SDUI nashriyoti.
7. Safarov, N. S. (2019). Bo‘lajak o‘qituvchilar kasbiy kompetentligini shakllantirishning psixologik determinantanti. Toshkent: Niso Poligraf.
8. G‘oziyev, E. G‘. (2011). Muomala psixologiyasi va kasbiy kamolot. Toshkent: Universitet.
