This article analyzes the best practices of foreign countries in organizing professional development days for teachers using a comparative method. The main attention is focused on the experiences of Finland, Singapore, Great Britain and as well as Russia and Kazakhstan from the CIS countries, and the processes, methods and effectiveness of the professional development of the pedagogic staff are studied. Recommendations are developed for Uzbekistan.
| Mualliflar | Turgunov, Akhror, Тургунов, Ахрор, Turg‘unov, Axror |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-05-25 |
| Jild | 3 |
| Son | 5/S |
| Betlar | 178-186 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol3-iss5/s-pp178-186 |
DOI: 10.47689/2181-3701-vol3-iss5/s-pp178-186 · Maqolaning asl sahifasi
kasbiy rivojlanish, xalqaro tajriba, ta'lim siyosati, pedagogika, kasbiy rivojlanish kunlari, pedagog kadrlar, uzluksiz ta’lim, профессиональное развитие, международный опыт, образовательная политика, педагогика, дни профессионального развития, педагогические кадры, непрерывное образование, professional development, international experience, educational policy, pedagogy, professional development days, pedagogical staff, lifelong learning
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