This article substantiates a structural and functional model for developing neuropedagogical competence in prospective preschool educators. The essence of the concept of "neuropedagogical competence" is defined, and its four-component structure is identified (motivational and value, cognitive, activity-based and technological, and reflexive-evaluative components). The model consists of four interconnected blocks (target-methodological, content, technological-activity, and diagnostic and resultative). The pedagogical conditions, technologies, evaluation criteria and proficiency levels required for its implementation are also proposed. The widespread prevalence of neuromyths among prospective educators is examined as a key factor justifying the need for the targeted development of this competence.
| Mualliflar | Saidova, Nigora, Саидова, Нигора, Saidova, Nigora |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-06-05 |
| Jild | 7 |
| Son | 3 |
| Betlar | 429-433 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol7-iss3-pp429-433 |
DOI: 10.47689/2181-1415-vol7-iss3-pp429-433 · Maqolaning asl sahifasi
нейропедагогика, нейропедагогическая компетентность, будущий педагог, дошкольное образование, компетентностный подход, структурно-функциональная модель, нейромифы, педагогическая технология, neuropedagogy, neuropedagogical competence, prospective educator, preschool education, competency-based approach, structural-functional model, neuromyths, pedagogical technology, neyropedagogika, neyropedagogik kompetensiya, bo‘lajak pedagog, maktabgacha ta’lim, kompetensiyaviy yondashuv, tarkibiy-funksional model, neyromiflar, pedagogik texnologiya
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar