Volume 04 Issue 11-2024
43
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
11
P
AGES
:
43-46
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article emphasises the significance of interdisciplinary integration in enhancing the competencies of future
primary education teachers for comprehensive evaluation of education quality, thereby expanding their capabilities.
It outlines methods to help teachers better understand the complex factors influencing educational outcomes.
KEYWORDS
Future teacher, education quality, integration, assessment, competence, education, student.
INTRODUCTION
In today’s dynamic educational lands
cape, the
necessity
for
interdisciplinary
integration
is
increasingly evident. This approach combines diverse
disciplines, methodologies, and perspectives to
enhance the competencies of future elementary
education teachers. As educational quality assessment
becomes more sophisticated and multifaceted,
educators require a diverse skill set to effectively
evaluate and elevate students’ learning experiences.
Interdisciplinary
integration
offers
a
holistic
framework that transcends traditional disciplinary
boundaries, promoting creativity, critical thinking, and
adaptability among educators. By integrating insights
from fields such as psychology, sociology, pedagogy,
and educational technology, teachers gain a nuanced
Research Article
ENHANCING COMPETENCIES OF FUTURE ELEMENTARY EDUCATION
TEACHERS IN QUALITY ASSESSMENT THROUGH INTERDISCIPLINARY
INTEGRATION
Submission Date:
October 26, 2024,
Accepted Date:
October 31, 2024,
Published Date:
November 06, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue11-08
Zulfia Urazova
Ph.D., Associate Professor New Century University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
44
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
11
P
AGES
:
43-46
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
understanding of the complex factors that shape
educational outcomes. This enriched perspective
equips them with the tools to identify strengths,
address areas for improvement, and apply evidence-
based strategies that elevate education quality.
Although few scientific books specifically focus on
interdisciplinary integration for enhancing future
primary education teachers’ competencies in quality
assessment, several scholars have contributed
extensively to related areas. Key authors include:
1.
John Hattie: An education researcher noted for his
work on meta-analysis in education, particularly
effective teaching practices. His books, such as
Visible Learning and Visible Learning for Teachers,
explore methods for evaluating educational
outcomes.
2.
Howard Gardner: Known for his theory of multiple
intelligences, Gardner’s works, including Frames of
Mind and Multiple Intelligences: New Horizons,
discuss implications for education and assessment.
3.
Linda Darling-Hammond: A researcher and policy
expert, she has authored works like The Flat World
and Education and Preparing Teachers for a
Changing World, emphasizing the importance of
teacher preparation in improving educational
quality.
4.
Deborah Ball: A researcher in mathematics
education who explores the development of
mathematical
knowledge
for
teaching
in
Developing
Mathematical
Knowledge
for
Teaching.
5.
Thomas R. Guskey: His work on assessment and
grading, including On Your Mark: Challenging the
Conventions of Grading and Reporting, addresses
effective assessment practices and their influence
on student learning.
6.
Ken Robinson: An advocate for creativity in
education, his book Creative Schools: The
Grassroots
Revolution
That’s
Transforming
Education promotes innovation and alternative
measures of educational quality.
The
following
approaches
illustrate
how
interdisciplinary integration can be applied to enhance
future elementary education teachers’ competencies
in assessing educational quality:
1.
Curriculum Design: Develop curricula that
incorporate elements from various fields, such as
educational theory, psychology, sociology, and
assessment methods, to provide teachers with
broad perspectives on educational quality.
2.
Cross-Disciplinary Learning: Create learning
experiences that explore intersections between
fields; for example, combining child development
theories with mathematics education principles.
3.
Project-Based
Learning:
Use
project-based
activities
requiring
the
application
of
multidisciplinary knowledge, such as designing an
Volume 04 Issue 11-2024
45
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
11
P
AGES
:
43-46
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
assessment tool that combines educational theory
with statistical analysis.
4.
Collaborative Teaching: Enable faculty from
different disciplines to co-teach courses, fostering
interdisciplinary dialogue and exposing future
teachers to varied approaches in quality
assessment.
5.
Field Experiences: Provide practical opportunities
through partnerships with schools and community
organizations for observing interdisciplinary
efforts in quality assessment.
6.
Professional
Development:
Offer
ongoing
professional development on interdisciplinary
competencies, including workshops, conferences,
or
online
courses
that
cover
relevant
interdisciplinary topics.
7.
Research and Scholarship: Encourage research
that integrates insights from multiple disciplines or
involves collaboration with researchers across
fields, allowing teachers to gain a richer
understanding of educational quality assessment.
8.
Reflective Practice: Emphasize reflective practices
that encourage future teachers to critically assess
their assumptions and biases, incorporating
interdisciplinary insights into their professional
growth.
Interdisciplinary integration thus plays a pivotal role in
preparing future elementary education teachers with
the competencies required to effectively assess and
improve
education
quality.
By
fostering
a
multidimensional perspective that draws from various
disciplines, educators are better equipped to navigate
the complexities of modern education. As society
evolves, the demand for adaptable and insightful
educators will grow. Through interdisciplinary
integration, we can cultivate a new generation of
teachers ready to meet learners’ diverse needs and
uphold high standards of educational excellence.
REFERENCES
1.
Hattie, J. (2009). Visible learning: A synthesis of
over
800
meta-analyses
relating
to
achievement. London, England: Routledge.
2.
"Howard Gardner". Pz.harvard.edu. Archived
from the original on August 15, 2012. Retrieved
August 13, 2012.
3.
Darling-Hammond, L. (2023). How Teacher
Education Matters (Reprint from Journal of
Teacher Education, Vol 51, pg 166-173 2000).
JOURNAL OF TEACHER EDUCATION, 74(2),
151
–
156.
4.
Ball, Deborah Loewenberg (January 2003).
"Mathematical Proficiency for All Students:
Toward a Strategic Research and Development
Program in Mathematics Education". RAND.
Retrieved 2014-06-27.
5.
Thomas R. Guskey. Grading and Reporting
Student Learning. College of Education,
Volume 04 Issue 11-2024
46
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
11
P
AGES
:
43-46
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
University of Kentucky, Lexington, KY 40506.
2008. 47 p
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8.
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9.
Dek-Khenovna, K. N., & Batirovna, M. M.
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