“BOSHLANG‘ICH TA’LIMDA TARBIYA FANI” ORQALI QADRIYATLI-PEDAGOGIK KOMPETENSIYANI RIVOJLANTIRISH MODELI

KIRISH: ushbu maqolada bo‘lajak boshlang‘ich ta’lim o‘qituvchilarida qadriyatlipedagogik kompetensiyani rivojlantirish modeli ishlab chiqiladi. model “boshlang‘ich ta’limda tarbiya fani” mazmuni asosida tuzilib, maqsadli, mazmuniy, metodik-texnologik, refleksiv va diagnostik bloklardan iborat. MAQSAD: tadqiqotning maqsadi — talabalarda qadriyatni anglash, uni boshlang‘ich sinf sharoitiga moslashtirish, tarbiyaviy vaziyatni tahlil qilish, metodik topshiriq loyihalash hamda o‘z pedagogik qarorini baholash ko‘nikmalarini shakllantirishdir. MATERIALLAR VA METODLAR: tadqiqotda aksiologik yondashuv, kompetensiyaviy yondashuv va pedagogik loyihalash metodlariga tayanildi. ilmiy maqolalar, ta’lim dasturlari va amaliy kuzatuvlar material sifatida tanlandi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, ishlab chiqilgan model talabalarda qadriyatli-pedagogik kompetensiyani rivojlantirishda samarali vosita bo‘lib xizmat qiladi. ularning tarbiyaviy vaziyatni tahlil qilish, metodik topshiriq tuzish va refleksiv baholash ko‘nikmalari sezilarli darajada rivojlandi. XULOSA: qadriyatli-pedagogik kompetensiyani rivojlantirish modeli boshlang‘ich ta’lim o‘qituvchilari tayyorgarligida muhim metodik asos bo‘lib, ta’lim jarayonida kompleks yondashuvni ta’minlaydi.

INTRODUCTION: this article develops a model for fostering value-based pedagogical competence in future primary school teachers. the model is structured around the content of the subject “education in primary school” and consists of goal-oriented, content, methodological-technological, reflective, and diagnostic blocks. PURPOSE: the purpose of the study is to cultivate students’ skills in understanding values, adapting them to primary school conditions, analyzing educational situations, designing methodological tasks, and evaluating their own pedagogical decisions. MATERIALS AND METHODS: the research relied on axiological approach, competency-based approach, and pedagogical design methods. scientific articles, curricula, and practical observations were used as materials. RESULTS AND DISCUSSION: the findings show that the developed model effectively fosters value-based pedagogical competence in students. their ability to analyze educational situations, design methodological tasks, and conduct reflective evaluations improved significantly. CONCLUSION: the model of developing value-based pedagogical competence serves as an important methodological foundation in preparing primary school teachers, ensuring a comprehensive approach in the educational process.