Kirish: texnologik kompetensiya bo‘lajak boshlang‘ich sinf o‘qituvchilarini zamonaviy ta’lim talablariga tayyorlashda hal qiluvchi omil hisoblanadi. u bilim, ko‘nikma va kasbiy malakalarni amaliy tayyorgarlik bilan uyg‘unlashtiradi. Maqsad: texnologik kompetensiyani shakllantirishning nazariy-metodik asoslarini tahlil qilish va uni rivojlantirish uchun samarali pedagogik strategiyalarni aniqlash. Materiallar va metodlar: nazariy-pedagogik tahlil, metodologik yondashuvlarni qiyosiy o‘rganish va pedagog tayyorlashda amaliy mashg‘ulotlarni baholash metodlari qo‘llanildi. Natijalar va muhokama: texnologik kompetensiya tarkibiy qismlar sifatida texnologiya bo‘yicha bilim, amaliy ko‘nikma, metodik malaka va kasbiy identitetni o‘z ichiga oladi. uni shakllantirish mexanizmlari integrativ ta’lim metodlari, loyiha asosidagi faoliyat va texnologiya laboratoriyalaridagi amaliy mashg‘ulotlar orqali amalga oshiriladi. samarali rivojlantirish metodlari nazariy ta’limni amaliy mashg‘ulotlar bilan uyg‘unlashtirish va raqamli texnologiyalarni qo‘llashdan iborat. Xulosa: texnologik kompetensiya bo‘lajak boshlang‘ich sinf o‘qituvchilarining kasbiy kompetensiyasining muhim tarkibiy qismi hisoblanadi. uni rivojlantirish tizimli metodologiya, nazariya va amaliyot integratsiyasi hamda innovatsion, shaxsga yo‘naltirilgan yondashuvni talab etadi.
Introduction: technological competence is a decisive factor in preparing future primary school teachers for modern educational demands. it integrates knowledge, skills, and professional qualifications with practical training. Aim: to analyze the theoretical and methodological foundations of technological competence formation and to identify effective pedagogical strategies for its development. Materials and Methods: the study applies theoretical-pedagogical analysis, comparative review of methodological approaches, and evaluation of practical training models in teacher education. Results and Discussion: findings show that technological competence consists of structural components such as knowledge of technology, practical skills, methodological qualifications, and professional identity. mechanisms for its formation include integrative teaching methods, project-based activity, and practical training in technology laboratories. effective development methods involve combining theoretical instruction with hands-on practice, supported by digital technologies. Conclusion: technological competence is a key component of professional competence for future primary school teachers. its development requires systematic methodology, integration of theory and practice, and learner-centered approaches that emphasize innovation and adaptability.
ResearcherUz