APPROACHES TO DETERMINING THE PROFESSIONAL COMPETENCES OF FUTURE “TECHNOLOGY” TEACHERS

Nurmamatov Zukhriddin Shavkat oglu

Authors

Nurmamatov Zukhriddin Shavkat oglu Shakhrisabz State Pedagogical Institute Head of the Department of Preschool Education, p.f.f.d (PhD). Shakhrisabz, Uzbekistan

Keywords:

intellectual competence; professional intelligence; teacher education; innovative pedagogy; critical thinking; digital technologies; competency-based education.

Abstract

Teacher education in the 21st century should equip future teachers with advanced cognitive and professional skills. This article examines how recent pedagogical innovations, particularly technology-enhanced and competency-based approaches, can foster intellectual competence and professional intelligence in pre-service teachers. Intellectual competence is understood as the analytical, creative, and critical thinking skills that underpin effective teaching. Professional intelligence (or professional thinking) refers to the domain-specific cognitive flexibility and problem-solving abilities that enable teachers to respond flexibly to challenges in the classroom. We review the theoretical underpinnings of these constructs and then describe innovative teaching strategies (e.g., blended/switched learning, gamification, collaborative learning, project-based learning) that foster them.

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