UMUMIY O‘RTA TA’LIM MAKTABI O‘QITUVC HILARINING PEDAGOGIK ETIKASINING AHAMIYATI VA ISTIQBOLI.

KIRISH: mazkur maqolada yosh avlod va bo‘lajak kadrlar faoliyati hamda hayotida pedagogik etikaning tutgan muhim o‘rni, shuningdek, umumiy o‘rta ta’lim muassasalari o‘qituvchilari o‘rtasida pedagogik etika, xususan, pedagogika va tarbiya jarayonlarining muhim jihatlari muhokama qilinadi. Shuningdek, pedagogik etika davomiyligini ta’minlashga qaratilgan zamonaviy ishlar ko‘rib chiqiladi. MAQSAD: tadqiqotning maqsadi — pedagog va o‘quvchilarning axloqiy madaniyatini shakllantirishda pedagogik etikaning rolini tahlil qilish hamda uning umumiy o‘rta ta’lim maktablaridagi ta’lim-tarbiya jarayoniga ta’sirini o‘rganishdan iborat. MATERIALLAR VA METODLAR: tadqiqot materiali pedagogika, etika va axloqiy madaniyatga oid nazariy tadqiqotlar hamda umumiy o‘rta ta’lim muassasalaridagi amaliy kuzatuvlardan iborat. Tadqiqotda pedagogik etika uzviyligini o‘rganish uchun pedagogik tahlil, axloqiy baholash va qiyosiy yondashuv metodlaridan foydalanilgan. NATIJALAR VA MUHOKAMA: tahlillar shuni ko‘rsatdiki, pedagogik etika o‘qituvchilarning axloqiy asoslarini mustahkamlashda, ularning kasbiy xulq-atvorini yo‘naltirishda va o‘quvchilarning axloqiy qadriyatlarini shakllantirishda hal qiluvchi rol o‘ynaydi. Pedagogika va tarbiya sohasidagi zamonaviy tashabbuslar pedagogik etikaning barqarorligini ta’minlashga va uning bugungi ta’lim amaliyotida dolzarbligini saqlab qolishga xizmat qiladi. XULOSA: xulosa qilib aytganda, pedagogik etika o‘qituvchilarning axloqiy madaniyati va kasbiy mas’uliyatini rivojlantirishning muhim omilidir. Uning ta’lim jarayoniga integratsiyalashuvi axloqiy ongni o‘stiradi, tarbiyaviy funksiyani mustahkamlaydi va o‘quvchilarning har tomonlama rivojlanishini qo‘llab-quvvatlaydi. Pedagogik etikani saqlab qolishga qaratilgan zamonaviy yondashuvlar ta’lim amaliyotini takomillashtirish bo‘yicha qimmatli tavsiyalar beradi.

INTRODUCTION: this article discusses the important role of pedagogical ethics in the activities and lives of the younger generation, future personnel, and the important aspects of pedagogical ethics, especially pedagogy and upbringing, among teachers of general secondary education institutions. It also discusses modern work on the continuation of pedagogical ethics. AIM: the aim of the study is to analyze the role of pedagogical ethics in shaping the moral culture of teachers and students, and to explore its influence on the educational and upbringing processes in general secondary schools. MATERIALS AND METHODS: the research material consists of theoretical studies on pedagogy, ethics, and moral culture, as well as practical observations from general secondary education institutions. The study employs pedagogical analysis, ethical evaluation, and comparative approaches to examine the continuity of pedagogical ethics. RESULTS AND DISCUSSION: the findings show that pedagogical ethics plays a crucial role in strengthening the moral foundations of teachers, guiding their professional behavior, and shaping students’ ethical values. Modern initiatives in pedagogy and upbringing contribute to the sustainability of pedagogical ethics, ensuring that it remains relevant in contemporary educational practice. CONCLUSION: in conclusion, pedagogical ethics is an essential factor in the development of moral culture and professional responsibility among teachers. Its integration into the educational process fosters ethical awareness, strengthens the upbringing function, and supports the holistic development of students. Modern approaches to sustaining pedagogical ethics provide valuable recommendations for improving educational practice.