The article presents a scientific and pedagogical analysis of international experience in developing the metacompetence of future primary school teachers. The study clarifies the conceptual features of metacompetence related to reflection, self-development, critical thinking, independent decision-making, and professional adaptability. The educational practices of Finland, Singapore, Japan, the United States, Germany, Russia, India, and the European Union are examined, with particular attention paid to dual education, reflective practice, Lesson Study, constructivist learning, project-based education, and mechanisms for developing digital competence. The article substantiates that international experience should not be transferred mechanically into the national education system but should be adapted to the pedagogical traditions, methodological opportunities, and current educational needs of Uzbekistan. As a result, the study characterizes scientific and practical approaches aimed at improving the professional and methodological training of future primary school teachers.
| Mualliflar | Esonmirzayeva, Madinabonu, Мадинабону, Эсонмирзаева, Esonmirzayeva, Madinabonu |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-05-25 |
| Jild | 7 |
| Son | 5/S |
| Betlar | 703-716 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss5/s-pp703-716 |
DOI: 10.47689/2181-1415-vol7-iss5/s-pp703-716 · Maqolaning asl sahifasi
metakompetentlik, boshlang‘ich ta’lim, xorijiy tajriba, reflektiv amaliyot, kasbiy tayyorgarlik, pedagogik kompetensiya, метакомпетентность, начальное образование, зарубежный опыт, рефлексивная практика, профессиональная подготовка, педагогическая компетенция, metacompetence, primary education, international experience, reflective practice, professional training, pedagogical competence
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar