INTERPRETATION OF THE CONCEPT OF THE INFORMATIONAL-ANALYTICAL COMPONENT IN THE GLOBAL PEDAGOGICAL PARADIGM
DOI:
https://doi.org/10.55640/Keywords:
informational-analytical competence, pedagogical paradigm, competency-based approach, reflective thinking, professional competence, quality of education.Abstract
This study examines the concept of the informational-analytical component within the framework of the global pedagogical paradigm. From the perspective of the 21st-century competency-based approach, a teacher’s ability to search, analyze, interpret information, and make evidence-based professional decisions is substantiated as a core element of professional training. Drawing on the theoretical foundations of J. Dewey, P. Drucker, A.V. Khutorskoy, as well as reports from international organizations such as UNESCO and OECD, the informational-analytical component is defined as a central element of teachers’ professional competence. The study also highlights its significance in the system of pre-service teacher education and educational quality assurance.
References
I. Documents of International Organizations
1. UNESCO. Rethinking Education: Towards a Global Common Good? — Paris: UNESCO Publishing, 2015.
2. OECD. Teachers at the Centre of Educational Recovery. — Paris: OECD Publishing, 2021.
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III. Scientific Literature in Russian
1. Khutorskoy, A.V. Key Competencies as a Component of Learner-Centered Education. — Moscow, 2003.
2. Zimnyaya, I.A. Key Competencies as a New Paradigm of Educational Outcomes. — Moscow, 2004.
IV. Works of Uzbek Scholars
1. Turdiev, Sh. Pedagogical Competence and Mechanisms for Its Development. — Tashkent, 2018.
2. Xodjayev, B.X. Pedagogical Mastery and Reflective Activity.— Tashkent: Fan, 2020.
3. Abdullaeva, M. Modern Pedagogical Technologies. — Tashkent: O‘qituvchi, 2019.
4. Sayidahmedov, N.S. Pedagogical Technologies and Pedagogical Mastery. — Tashkent, 2016.
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