This article analyzes the current state of social pedagogue training in higher education institutions. The authors highlight problems such as the insufficient connection between the theoretical and practical components of educational programs, the inadequate organization of professional practice, and weak collaboration between teachers and practicing specialists [1]. The article also examines shortcomings, including insufficient support for the field of social pedagogy, the low quality of personnel training, and the lack of implementation of new methods that respond to modern social demands [2]. A comparative analysis of foreign experience, particularly social pedagogue training systems in the USA, Germany, and the United Kingdom, is conducted, and directions for improving the educational process are proposed [3].
| Mualliflar | Kurbonova, Nilufar, Курбонова, Нилуфар, Qurbonova, Nilufar |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-04-25 |
| Jild | 4 |
| Son | 4/S |
| Betlar | 236-241 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss4/s-pp236-241 |
DOI: 10.47689/2181-3701-vol4-iss4/s-pp236-241 · Maqolaning asl sahifasi
социальный педагог, высшее образование, профессиональная подготовка, образовательный процесс, практика, компетенция, проблема, недостаток, социально-педагогическая деятельность, профессиональное мастерство, social pedagogue, higher education, professional training, educational process, practice, competence, problem, shortcoming, socio-pedagogical activity, professional skill, ijtimoiy pedagog, oliy taʼlim, professional tayyorlash, taʼlim jarayoni, amaliyot, kompetensiya, muammo, kamchilik, ijtimoiy-pedagogik faoliyat, kasbiy mahorat
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