The training of future foreign language teachers is shifting from declarative knowledge toward the ability to act effectively in real classroom situations, much of which is implicit in nature. This paper systematizes the features of implicit competencies, including intuitive application, situational dependence, and limited verbalizability, as well as the pedagogical conditions for their development: reflective practice, a methodological portfolio, microteaching with video analysis, mentoring, and work with open-ended pedagogical tasks.
| Mualliflar | Azadov, Azizbek, Азадов, Азизбек, Azadov, Azizbek |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-25 |
| Jild | 4 |
| Son | 6/S |
| Betlar | 296-302 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss6/s-pp296-302 |
DOI: 10.47689/2181-3701-vol4-iss6/s-pp296-302 · Maqolaning asl sahifasi
имплицитные компетенции, неявное знание, педагогическая интуиция, учитель английского языка, рефлексивная практика, методическая компетентность, implicit competencies, tacit knowledge, pedagogical intuition, English language teacher, reflective practice, methodological competence, implitsit kompetensiyalar, yashirin bilim, pedagogik intuitsiya, ingliz tili oʻqituvchisi, refleksiv amaliyot, metodik kompetentlik
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