OLIY TA’LIM MUASSASALARIDA BO’LAJAK TIBBIY XODIMLARNING PEDAGOGIK MADANIYATINI AKMEOLOGIK YONDASHUV ASOSIDA SHAKLLANTIRISH

KIRISH: mazkur maqolada oliy ta’lim muassasalarida bo‘lajak tibbiy xodimlarning pedagogik madaniyatini shakllantirish muammosi ilmiy-nazariy jihatdan tahlil qilinadi. pedagogik madaniyatning mohiyati, uning tarkibiy qismlari hamda shaxs va kasbiy faoliyatdagi o‘rni yoritiladi. MAQSAD: tadqiqotning maqsadi — bo‘lajak tibbiy xodimlarda pedagogik madaniyatni shakllantirish jarayonida falsafiy, aksiologik, faoliyatga yo‘naltirilgan va shaxsiy yondashuvlarning o‘zaro bog‘liqligini asoslashdir. MATERIALLAR VA METODLAR: tadqiqotda akmeologik yondashuv, kasbiy tayyorgarlik tahlili, kommunikativ kompetensiya va refleksiya metodlari qo‘llanildi. qadriyatlar tizimi va “shaxs-shaxs” tizimi asosida pedagogik faoliyatning nazariy hamda amaliy jihatlari o‘rganildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, pedagogik madaniyatni shakllantirish bo‘lajak tibbiy xodimlarda kasbiy madaniyat, motivatsiya va shaxsiy rivojlanishni ta’minlaydi. kommunikativ kompetensiya va refleksiv yondashuv kasbiy tayyorgarlik samaradorligini oshiradi. XULOSA: pedagogik madaniyatni shakllantirish tibbiy xodimlarning kasbiy faoliyatida muhim ahamiyat kasb etib, ularning shaxsiy va kasbiy rivojlanishini ta’minlaydi. bu jarayon ta’lim tizimida sifatli pedagogik integratsiyani shakllantirishga xizmat qiladi.

INTRODUCTION: this article provides a theoretical analysis of the problem of developing pedagogical culture among future medical professionals in higher education institutions. the essence of pedagogical culture, its components, and its role in personal and professional activity are discussed. PURPOSE: the aim of the study is to substantiate the interrelation of philosophical, axiological, activity-oriented, and personal approaches in shaping pedagogical culture among medical students. MATERIALS AND METHODS: the study employed an acmeological approach, analysis of professional training, communicative competence development, and reflection methods. the value system and “person-to-person” interaction in pedagogical activity were examined. RESULTS AND DISCUSSION: findings indicate that the formation of pedagogical culture fosters professional culture, motivation, and personal growth in future medical professionals. communicative competence and reflective approaches enhance the effectiveness of professional training. CONCLUSION: pedagogical culture plays a crucial role in the professional activity of medical staff, ensuring their personal and professional development and contributing to qualitative pedagogical integration within the education system.