This article explores the intricate relationship between independent learning and the development of professional competence within English Language Teaching (ELT) programs. Independent learning, characterized by learner autonomy, self-regulation, and reflective practice, is increasingly recognized as a critical factor in fostering professional growth among ELT practitioners. By examining theoretical frameworks from educational psychology and second language acquisition, the study highlights how autonomous learning strategies can enhance teachers’ pedagogical skills, classroom management, and curriculum adaptation abilities. Furthermore, it emphasizes the role of reflective practice in bridging theoretical knowledge and practical competence, enabling ELT professionals to meet the dynamic demands of contemporary language education. The discussion underscores the significance of integrating independent learning approaches into teacher education programs to cultivate competent, adaptable, and lifelong learning-oriented educators. Implications for curriculum design, teacher training, and professional development are also addressed, providing a comprehensive theoretical perspective for future research and practice.
| Mualliflar | Jonuzokova, Kamola, Жонузокова, Камола, Jonuzoqova, Kamola |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-11-25 |
| Jild | 3 |
| Son | 10/S |
| Betlar | 356-363 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss10/s-pp356-363 |
DOI: 10.47689/2181-3701-vol3-iss10/s-pp356-363 · Maqolaning asl sahifasi
самостоятельное обучение, профессиональная компетенция, программы ELT, подготовка учителей, рефлексивная практика, автономное обучение, педагогические навыки, Independent learning, professional competence, ELT programs, teacher education, reflective practice, autonomous learning, pedagogical skills, Mustaqil o‘qitish, kasbiy kompetensiya, ELT dasturlari, o‘qituvchilar tayyorlash, reflektiv amaliyot, avtonom o‘qitish, pedagogik ko‘nikmalar
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