This study examines the formation of socio-cultural competences in foreign language teacher education in Finland and Uzbekistan. It analyzes curriculum, teaching methods, and intercultural practices. The results show that Finland focuses on practical and student-centered approaches, while Uzbekistan is improving through reforms. The study concludes that combining theoretical knowledge with real intercultural experience is essential for preparing effective foreign language teachers in modern global education systems
| Mualliflar | Kenjayeva, Sabrina, Кенжаева, Сабрина, Kenjayeva, Sabrina |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-03-25 |
| Jild | 4 |
| Son | 3/S |
| Betlar | 83-89 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss3/s-pp83-89 |
DOI: 10.47689/2181-3701-vol4-iss3/s-pp83-89 · Maqolaning asl sahifasi
Cоциокультурная компетенция, обучение иностранным языкам, межкультурная коммуникация, подготовка учителей, Финляндия, Узбекистан, высшее образование, педагогика, глобальная компетенция, учебная программа, Socio-cultural competence, foreign language teaching, intercultural communication, teacher education, Finland, Uzbekistan, higher education, pedagogy, global competence, curriculum, sotsiomadaniy kompetensiya, xorijiy til o‘qitish, madaniyatlararo muloqot, o‘qituvchi tayyorlash, Finlyandiya, O‘zbekiston, oliy ta’lim, pedagogika, global kompetensiya, o‘quv dasturi
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