This article examines the theoretical and methodological foundations and pedagogical conditions for developing intrapersonal intelligence in prospective teachers. It identifies the structural components of intrapersonal intelligence associated with self-awareness, the regulation of intrinsic motivation, reflective thinking, emotional and volitional stability, and the planning of professional development. Philosophical topics concerning human nature, consciousness, the self, freedom, responsibility, values, and the meaning of life are substantiated as didactic resources for fostering the personal and professional reflection of prospective teachers. The pedagogical potential of reflective dialogue, philosophical essays, axiological analysis, problem-based situations, introspective tasks, and self-assessment is also discussed. The findings indicate that creating an environment that encourages independent thinking, integrating theoretical knowledge with personal experience, and systematically organising reflective activities are essential conditions for developing intrapersonal intelligence in philosophy classes.
| Mualliflar | Rayimov, Alisher, Райимов, Алишер, Rayimov, Alisher |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-05-25 |
| Jild | 7 |
| Son | 5/S |
| Betlar | 965-971 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss5/s-pp965-971 |
DOI: 10.47689/2181-1415-vol7-iss5/s-pp965-971 · Maqolaning asl sahifasi
intrapersonal intellekt, bo‘lajak o‘qituvchi, falsafa ta’limi, refleksiv tafakkur, o‘zini anglash, ichki motivatsiya, aksiologik yondashuv, kasbiy rivojlanish, внутриличностный интеллект, будущий учитель, преподавание философии, рефлексивное мышление, самопознание, внутренняя мотивация, аксиологический подход, профессиональное развитие, intrapersonal intelligence, prospective teacher, philosophy teaching, reflective thinking, self-awareness, intrinsic motivation, axiological approach, professional development
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