This article examines the challenges and peculiarities of training pedagogical personnel in Uzbekistan, Japan, and Finland. It explores how historical and cultural factors influence teacher education, analyzing pedagogical curricula, classroom methodologies, and policy frameworks. The study emphasizes the significance of adapting best practices to diverse educational contexts and teacher competence.
The specificity of the issues of training pedagogical personnel. Level of study (in the case of uzbekistan, japan and finland)
DOI:
Keywords:
Pedagogical training
Teacher education
Comparative study
Abstract
Downloads
Download data is not yet available.
References
Darling-Hammond L. The Right to Learn: A Blueprint for Creating Schools That Work. – San Francisco : Jossey-Bass, 1997. – 300 p.
Sahlberg P. Finnish Lessons: What Can the World Learn from Educational Change in Finland?. – New York : Teachers College Press, 2011. – 192 p.
Ministry of Public Education of the Republic of Uzbekistan. National Program for Personnel Training (NPR). – Tashkent : Sharq, 1997. – 125 p.
Isikoglu N., Basturk R., Karaca F. Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective // Teaching and Teacher Education. – 2009. – Vol. 25, no. 2. – pp. 350–356.
OECD. Education Policy Outlook: Finland // OECD Publishing. – Paris, 2015. – 25 p.