INTERNATIONAL EXPERIENCE OF AN INTEGRATIVE APPROACH IN THE TRAINING OF TECHNOLOGY TEACHERS AND ITS ADAPTATION TO THE EDUCATION SYSTEM OF UZBEKISTAN
Keywords:
Integrative approach, technology education, teacher training, STEAM, comparative pedagogy, pedagogical education, competence.Abstract
This article provides a comparative analysis of the international experience of an integrative approach in training technology teachers (USA, Finland, Germany, Japan, South Korea, Great Britain) and substantiates the possibilities of its adaptation to the pedagogical education conditions of Uzbekistan. The general principles of foreign models are highlighted, and an adapted model with four components (content, technological, practical, and evaluative) is proposed. The conclusion defines the conditions for implementing the model and the directions for further empirical research.
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