KIRISH: mazkur maqolada ta’lim muassasalarida faoliyat yurituvchi psixolog, defektolog va logopedlarning uzluksiz kasbiy rivojlanishi ilmiy-nazariy jihatdan tahlil qilinadi. Kommunikativ kompetentlik, axborot-kommunikatsiya texnologiyalari va media savodxonlik, kasbiy o‘zini-o‘zi rivojlantirish, kasbiy moslashuvchanlik hamda inklyuziv ta’limga tayyorgarlik o‘zaro bog‘liq kompetensiyalar tizimi sifatida yoritiladi.
MAQSAD: ta’lim muassasalari mutaxassislarini uzluksiz kasbiy rivojlantirish tizimining asosiy tarkibiy qismlarini (kommunikativ kompetentlik, AKT va media savodxonlik, kasbiy o‘zini-o‘zi rivojlantirish, kasbiy moslashuvchanlik, inklyuziv ta’limga tayyorgarlik) ilmiy-nazariy jihatdan tahlil qilish, ularning o‘zaro bog‘liqligini asoslash hamda amaliy tavsiyalar ishlab chiqish.
MATERIALLAR VA METODLAR: tadqiqotda ilmiy adabiyotlarni tahlil qilish, qiyosiy-tavsifiy tahlil, mantiqiy umumlashtirish, sistemali yondashuv va nazariy interpretatsiya metodlaridan foydalanildi. Manba bazasini ta’lim mutaxassislarini uzluksiz kasbiy rivojlantirishga oid o‘quv-uslubiy materiallar, pedagogika va psixologiya sohasidagi ilmiy nashrlar, shuningdek xalqaro va mahalliy me’yoriy-huquqiy hujjatlar (jumladan, PQ-4860-son qaror) tashkil etdi.
MUHOKAMA VA NATIJALARL: o‘tkazilgan tahlillar shuni ko‘rsatdiki, mutaxassislarning kasbiy kompetentligi alohida ajratilgan yo‘nalishlardan emas, balki "kompetensiyalar zanjiri effekti" asosida o‘zaro chambarchas bog‘langan yagona tizimni tashkil etadi. Kommunikativ kompetentlik verbal va noverbal vositalarni o‘z ichiga olib, bolaning individual holatini anglashga xizmat qilsa, AKT va media savodxonlik didaktik va korreksion maqsadlarga moslashtirilishi lozim. Shuningdek, uzluksiz ta’lim va refleksiya kasbiy o‘zini-o‘zi rivojlantirishning ichki mexanizmi ekanligi, yosh mutaxassislarni dastlabki bosqichda mentorlik va superviziya asosida qo‘llab-quvvatlash muhimligi asoslandi.
XULOSA: ta’lim mutaxassislarini uzluksiz kasbiy rivojlantirish tizimini takomillashtirish inklyuziv ta’lim madaniyatini rivojlantirishning asosiy omilidir. Bu tizim mutaxassisning ilmiy bilimlarini yangilash, amaliy-metodik mahoratini oshirish va faoliyatini muntazam refleksiya qilish imkoniyatlarini yagona mexanizmga birlashtirishi lozim. Kelgusida ushbu kompetensiyalar tizimining empirik o‘lchov vositalarini ishlab chiqish va amaliyotda sinovdan o‘tkazish dolzarb yo‘nalish hisoblanadi.
INTRODUCTION: this article presents a scientific and theoretical analysis of the continuous professional development of psychologists, defectologists, and speech therapists working in specialized educational institutions. Communicative competence, information and communication technologies (ICT) and media literacy, professional self-development, professional adaptability, and preparedness for inclusive education as an interconnected system of competencies.
AIM: t provide a scientific and theoretical analysis of the core components of the continuous professional development system for educational specialists (communicative competence, ICT and media literacy, professional self-development, professional flexibility, and readiness for inclusive education), substantiate their interrelation, and develop practical recommendations.
MATERIALS AND METHODS: the study utilized methods of scientific literature analysis, comparative-descriptive analysis, logical generalization, system approach, and theoretical interpretation. The source base included educational and methodological materials on continuous professional development, scientific publications in pedagogy and psychology, as well as regulatory documents (including Resolution No. PQ-4860).
DISCUSSION AND RESULTS: the analysis showed that professional competence forms a tightly interconnected system based on the "competence chain effect" rather than isolated directions. Communicative competence encompasses verbal and non-verbal means to understand a child's state, while ICT and media literacy must be adapted to didactic and correctional goals. Furthermore, it was substantiated that lifelong learning and reflection serve as internal mechanisms of self-development, and supporting young specialists at the initial stage through mentoring and supervision is critically important.
ResearcherUz