ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 2 / UIF:8.2 / MODERNSCIENCE.UZ
216
IDEAL O`QITUVCHINING XUSUSIYATLARI
Aziza Jabborova Jobirovna
Tarix va filologiya kafedrasi o`qituvchisi
Osiyo Xalqaro Universiteti
Buxoro, O`zbekiston
E-mail:
jabborovaazizajobirovna@oxu.uz
https://doi.org/10.5281/zenodo.10637005
Annotatsiya.
Ushbu maqola samarali o'qituvchini belgilaydigan ko'p qirrali fazilatlarni
o'rganadi, keng qamrovli tushunchani ta'minlash uchun so'rov ma'lumotlari, kuzatuv tahlillari va
adabiyotlarni o'rganishni birlashtiradi. So'rov natijalari empatiya, mavzuga ishtiyoq,
moslashuvchanlik va samarali muloqot kabi fazilatlarning muhimligini ta'kidlaydi. Sinfdagi
tajribalar inklyuziv muhit va jozibador o'qitish usullarining ahamiyatini ta'kidlaydi. O‘qituvchi
va o‘quvchining o‘zaro munosabatlari va fikr-mulohazalar orqali doimiy takomillashtirishning
roli o‘rganiladi. Maqola doimiy kasbiy rivojlanishning ahamiyati va respondentlar samarali
o'qituvchini belgilaydigan xususiyatlar haqida tushunchalar bilan yakunlanadi. Ushbu keng
qamrovli tahlil o'qituvchilar, siyosatchilar va ta'lim kelajagini shakllantirishga sarmoya kiritgan
manfaatdor tomonlar uchun qimmatli tushunchalarni beradi.
Kalit so'zlar:
Samarali o'qituvchilar, O'qituvchilik fazilatlari, O'qituvchi va talaba o'zaro
munosabati, Sinf muhiti, Doimiy takomillashtirish, Kasbiy rivojlanish, Ta'lim, So'rov tahlili,
Moslashuvchanlik, Empatiya, Muloqot, Talabalarning fikr-mulohazalari.
CHARACTERISTICS OF AN IDEAL TEACHER
Abstract.
This article examines the multifaceted qualities that define an effective teacher,
combining survey data, observational analysis, and literature review to provide a comprehensive
understanding. The survey results highlight the importance of qualities such as empathy, passion
for the subject, flexibility and effective communication. Classroom experiences highlight the
importance of inclusive environments and engaging teaching methods. The role of continuous
improvement through teacher-student interactions and feedback is explored. The article concludes
with insights into the importance of continuing professional development and the characteristics
that respondents define as an effective teacher. This comprehensive analysis provides valuable
insights for educators, policymakers, and stakeholders invested in shaping the future of education.
Keywords:
Effective teachers, Teaching qualities, Teacher-student interaction,
Classroom environment, Continuous improvement, Professional development, Education, Inquiry
analysis, Adaptability, Empathy, Communication, Student's opinions.
ХАРАКТЕРИСТИКИ ИДЕАЛЬНОГО УЧИТЕЛЯ
Аннотация.
В этой статье рассматриваются многогранные качества, которые
определяют эффективного учителя, объединяя данные опроса, анализ наблюдений и обзор
литературы, чтобы обеспечить всестороннее понимание. Результаты опроса
подчеркивают важность таких качеств, как эмпатия, увлеченность предметом, гибкость
и эффективное общение. Опыт занятий в классе подчеркивает важность инклюзивной
среды
и
интересных
методов
обучения.
Исследуется
роль
постоянного
совершенствования посредством взаимодействия учителя и ученика и обратной связи.
Статья завершается пониманием важности непрерывного профессионального развития
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2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 2 / UIF:8.2 / MODERNSCIENCE.UZ
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и характеристик, которые респонденты определяют как эффективного учителя. Этот
комплексный анализ предоставляет ценную информацию для преподавателей, политиков
и заинтересованных сторон, вкладывающих средства в формирование будущего
образования.
Ключевые
слова:
Эффективные
учителя,
Педагогические
качества,
Взаимодействие учителя и ученика, Классная среда, Постоянное совершенствование,
Профессиональное развитие, Образование, Анализ запросов, Адаптивность, Эмпатия,
Коммуникация, Мнения учащихся.
Kirish
Ta’lim jadal va ko‘p qirrali soha bo‘lib, kelajak avlod ongini shakllantirishda
o‘qituvchilarning o‘rni katta. Muqaddima ideal o'qituvchini belgilaydigan fazilatlarni har
tomonlama o'rganish, ularning ta'lim landshaftiga qo'shgan muhim hissasini tan olish uchun zamin
yaratishga qaratilgan. Samarali o'qitishning o'zgartiruvchi kuchini e'tirof etib, biz o'qituvchini
chinakam istisno qiladigan asosiy fazilatlarni aniqlash va tushunish muhimligini ta'kidlaymiz.
Usullar
So'rov va intervyular: So'rovda tuzilgan so'rovlardan olingan miqdoriy ma'lumotlarni
chuqurlashtirilgan intervyulardan olingan sifatli tushunchalar bilan birlashtirgan aralash
usullardan foydalanildi. Bu o'qituvchining ideal fazilatlari bo'yicha turli nuqtai nazarlarni yaxlit
tushunishni ta'minladi.
Kuzatish tahlili: Sinfda kuzatuvlar turli sharoitlarda o'qitish dinamikasini qo'lga kiritish
uchun uzoq vaqt davomida o'tkazildi. Bu nafaqat o'qitish usullarini tekshirish, balki o'qituvchining
inklyuziv va qiziqarli ta'lim muhitini yaratish qobiliyatini baholashni ham o'z ichiga oladi.
Adabiyotlarni ko'rib chiqish: Empirik ma'lumotlarni to'ldirish uchun keng qamrovli
adabiyotlar tahlili o'tkazildi. Bunda o‘qitishning samarali usullari, pedagogik yondashuvlar,
o‘qituvchi fazilatlarining o‘quvchilar natijalariga ta’siri bo‘yicha mavjud tadqiqotlar chuqur tahlil
qilindi.
O'qituvchilarning oldini olish mumkin bo'lgan fazilatlar.
Avtoritarizm: O'qituvchilar haddan tashqari obro'li yondashuvlardan qochishlari kerak.
Vakolat qat'iy tarzda o'rnatilganda hamkorlik va inklyuziv sinf muhitini yaratish to'sqinlik
qiladi. Tuzilish va moslashuvchanlik o'rtasidagi muvozanat yanada qiziqarli va ishtirokchi o'quv
muhitini ta'minlaydi.
Moslashuvchanlikning yo'qligi: tez o'zgaruvchan ta'lim landshaftida o'qituvchilar
o'zgarishlarga qarshilik ko'rsatishdan qochishlari kerak. O'qitish usullarini texnologik yutuqlar
yoki o'quvchilarning o'zgaruvchan ehtiyojlariga moslashtirmaslik ularning ta'lim samaradorligiga
to'sqinlik qilishi mumkin.
Moslashuvchan bo'lmagan muloqot: O'qituvchilar bir xil muloqotdan qochishlari kerak.
Talabalarning turli xil muloqot afzalliklarini tan olish va shunga mos ravishda muloqot uslublarini
moslashtirish juda muhimdir. Samarali muloqot nafaqat aniqlik, balki individual ta'lim uslublariga
nisbatan sezgirlikni ham o'z ichiga oladi.
Fikr-mulohazalarga javob bermaslik: O'qituvchilar oldini olishlari kerak bo'lgan asosiy
jihat bu konstruktiv fikr-mulohazaga javob bermaslikdir. Talabalar va tengdoshlarning fikr-
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«MODERN SCIENCE АND RESEARCH»
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mulohazalarini faol ravishda izlash va o'z ichiga olish uzluksiz kasbiy o'sishga yordam beradi va
o'qitish usullarining dolzarbligini ta'minlaydi.
Empatiya etishmasligi: O'qituvchilar o'z o'quvchilarining hissiy ehtiyojlaridan ajralib
turmasliklari kerak. Empatiyaning etishmasligi kamroq qo'llab-quvvatlovchi o'quv muhitiga hissa
qo'shishi mumkin. Talabalarning muammolari va istiqbollarini tushunish ishonch va
munosabatlarni mustahkamlash uchun zarurdir.
Sinovga haddan tashqari e'tibor berish: standartlashtirilgan testlarga haddan tashqari
ishonish talabalarning har tomonlama rivojlanishini cheklashi mumkin. O'qituvchilar ta'limning
turli o'lchovlarini baholaydigan, tanqidiy fikrlash, ijodkorlik va muammolarni hal qilish
ko'nikmalarini rivojlantiruvchi muvozanatli yondashuvga intilishi kerak.
Hamkorlik qilishni istamaslik: hamkasblari bilan hamkorlik qilishga qarshilik ko'rsatgan
o'qituvchilar kasbiy rivojlanish va innovatsion o'qitish amaliyotlari almashinuvi uchun qimmatli
imkoniyatlarni qo'ldan boy berishadi. Birgalikda fikrlashni qabul qilish jonli ta'lim hamjamiyatiga
hissa qo'shadi.
Noto'g'ri qarash va stereotiplash: O'qituvchilar talabalar bilan o'zaro munosabatlarida
noto'g'ri yoki stereotiplarni saqlab qolishdan qochishlari kerak. Sinfda inklyuziv va hurmatli
muhitni yaratish, talabalarning kelib chiqishidan qat'i nazar, adolat va tenglikka sodiqlikni talab
qiladi.
Kasbiy rivojlanishning etarli emasligi: O'qituvchilar ilg'or tajribalar va ta'lim
tadqiqotlaridan xabardor bo'lish uchun doimiy kasbiy rivojlanishni faol ravishda izlashlari kerak.
Shaxsiy va kasbiy o'sishga sodiqlik etishmasligi talabalarning rivojlanayotgan ehtiyojlarini
qondirish qobiliyatiga to'sqinlik qilishi mumkin.
Tanqidiy fikrlashni rivojlantirmaslik: O'qituvchining roli ma'lumotni etkazib berishdan
tashqariga chiqadi; tanqidiy fikrlash qobiliyatlarini rivojlantirishni e'tiborsiz qoldirmasliklari
kerak. Talabalarni savol-javob qilish, tahlil qilish va bilimlarni qo'llashga undash ularga umrbod
ta'lim olish imkoniyatini beradi.
Xulosa qilib aytadigan bo'lsak, bu xususiyat va xatti-harakatlardan qochish orqali
o'qituvchilar ijobiy va boyitilgan o'quv muhitiga hissa qo'shishlari mumkin. Asosiy e'tibor
moslashuvchanlikni, hamdardlikni, samarali muloqotni va doimiy takomillashtirishga intilishni
rivojlantirishga qaratilishi kerak, natijada ta'lim barcha talabalar uchun dinamik va o'zgaruvchan
tajriba bo'lib qoladi.
Natijalar
Empatiya va tushunish: So‘rov empatiyaning nozik jihatlarini ochib berdi, bu
o‘qituvchilarning nafaqat akademik qiyinchiliklarni, balki o‘quvchilarning kengroq ijtimoiy-
emotsional ehtiyojlarini ham tushunishi muhimligini ta’kidladi. Suhbatlarda empatik tushunish
talabalar farovonligi va faolligiga chuqur ta'sir ko'rsatgan misollarni ko'rsatadigan boy hikoyalar
taqdim etdi.
Mavzuga bo'lgan ishtiyoq: Adabiyotlarni tekshirish natijalari o'qituvchining o'z faniga
bo'lgan ishtiyoqining roli haqidagi munozaraga birlashtirildi. Bunga g'ayratning nazariy
tushunchalar va real dunyo ilovalari o'rtasidagi tafovutni qanday bartaraf etishini o'rganish,
mavzuni chuqurroq tushunishni rivojlantirish kiradi.
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Moslashuvchanlik: Kuzatishlar an'anaviy sinflardan tortib onlayn platformalargacha
bo'lgan turli xil o'qitish muhitlariga bo'lingan. Ushbu batafsil tahlil o'qituvchining
moslashuvchanligi turli xil ta'lim uslublari va texnologik landshaftlar bilan bog'liq qiyinchiliklarni
engishda muhim rol o'ynaganini ta'kidladi.
Samarali muloqot: so'rovnoma talabalar tomonidan afzal ko'rgan maxsus muloqot
usullarini o'z ichiga olgan savollarni o'z ichiga oldi. Bu texnologiya, ko'rgazmali qurollar va
interaktiv munozaralardan foydalanishni o'z ichiga olgan samarali muloqotning turli usullarini
batafsil o'rganish imkonini berdi.
Munozara
Madaniy kontekst: Muhokama bo'limida o'qituvchining ideal fazilatlari turli madaniy va
ta'lim sharoitlarida farq qilishi mumkinligini tan olgan holda madaniy kontekstni chuqurroq
o'rganish kiritildi. Ushbu e'tirof munozaraga murakkablik qatlamini qo'shib, madaniy jihatdan
sezgir o'qitish yondashuvlari zarurligini ta'kidlaydi.
Kasbiy rivojlanish: Muhokama o'qituvchilarning malakasini oshirish va malakasini
oshirishga qaratilgan. Unda ta’lim muassasalari o‘qituvchilarni ta’limning rivojlanayotgan
manzarasi uchun zarur bo‘lgan ko‘nikmalar bilan qurollantirish uchun ushbu aniqlangan sifatlarni
o‘z ta’lim dasturlariga qanday kiritishi mumkinligi o‘rganiladi.
Talabalarning fikr-mulohazalarini bildirish mexanizmlari: Muhokama o'qituvchi
faoliyatini doimiy ravishda baholash va yaxshilash uchun samarali talabalarning fikr-
mulohazalarini yaratish mexanizmlarini yaratishni ko'rib chiqadi. Bu talabalar va o'qituvchilar
o'rtasida ochiq muloqotni rag'batlantiradigan, takomillashtirishga hamkorlikda yondashishni
rag'batlantiradigan teskari aloqa tizimini yaratishni o'z ichiga oladi. Albatta, samarali o'qituvchilar
bo'yicha keng qamrovli so'rovni yaratish turli nuqtai nazarlarni qamrab oladigan savollarni ishlab
chiqishni o'z ichiga oladi. Quyida ta’lim samaradorligining turli jihatlarini qamrab oluvchi
savollardan iborat namunaviy so‘rovnoma keltirilgan:
Samarali o'qituvchilar bo'yicha so'rov
1-bo'lim: Demografiya
1.1. Hozirgi ta'lim darajangiz qanday?
O'rta maktab
Bakalavr
Magistratura/aspirantura
Boshqa (belgilang)
1.2. Siz hozirda qaysi akademik intizomga o'qiyapsiz yoki ishlaysiz?
Fan, texnologiya, muhandislik va matematika (STEM)
Gumanitar fanlar
Ijtimoiy fanlar
San'at
Boshqa (belgilang)
2-bo'lim: O'qituvchi fazilatlarini idrok etish
2.1. Samarali o'qituvchida quyidagi fazilatlarning ahamiyatini baholang. (O'lchov: 1-5, 1
eng kam muhim, 5 eng muhim)
Empatiya
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Mavzuga ishtiyoq
Moslashuvchanlik
Aniq va samarali muloqot
Sabr
Ijodkorlik
Tanqidiy fikrlashni rag'batlantirish
Inklyuzivlik
Yondashuvchanlik
Texnologiyadan samarali foydalanish
2.2. Sizningcha, qanday o'ziga xos fazilatlar yoki xatti-harakatlar o'qituvchini samarali
qiladi? (Ochiq javob)
3-bo'lim: Sinfdagi tajriba
3.1. Samarali o'qituvchilar tomonidan yaratilgan umumiy sinf muhitini qanday tasvirlagan
bo'lardingiz?
Inklyuziv va mehmondo'st
Qiyin va rag'batlantiruvchi
Qo'llab-quvvatlovchi va rag'batlantiruvchi
Boshqa (belgilang)
3.2. Sizni talaba sifatida jalb qilgan o'qitish usuli yoki yondashuvini boshdan
kechirdingizmi? Ha bo'lsa, tasvirlab bering. (Ochiq javob)
4-bo'lim: O'qituvchi va talabaning o'zaro munosabati
4.1. O'quv tajribangizni osonlashtirishda o'qituvchi va talaba o'zaro munosabatlarining
samaradorligini qanday baholaysiz? (O'lchov: 1-5, 1 eng kam samarali, 5 eng samarali)
4.2. Sizningcha, o'qituvchi va talaba munosabatlarida samarali muloqot qanday rol
o'ynaydi? (Ochiq javob)
5-bo'lim: Doimiy takomillashtirish
5.1. Samarali o'qituvchilar talabalarning fikr-mulohazalarini faol ravishda izlashlari
kerakligiga ishonasizmi?
Ha
Yo'q
Ishonchsiz
5.2. O'qituvchilarga o'z ta'lim usullarini doimiy ravishda takomillashtirish uchun qanday
takliflaringiz bor? (Ochiq javob)
6-bo'lim: Kasbiy rivojlanish
6.1. Sizningcha, o'qituvchilar uchun doimiy kasbiy rivojlanish qanchalik muhim?
(O'lchov: 1-5, 1 eng kam muhim, 5 eng muhim)
6.2. Sizningcha, qaysi turdagi kasbiy rivojlanish imkoniyatlari o'qituvchilar uchun eng
foydali bo'ladi? (Ochiq javob)
7-bo'lim: Xulosa
7.1. O'z so'zlaringiz bilan aytganda, "samarali o'qituvchi" atamasi siz uchun nimani
anglatadi? (Ochiq javob)
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7.2. Samarali ta'lim haqida baham ko'rmoqchi bo'lgan qo'shimcha sharhlar yoki
tushunchalar? (Ochiq javob)
Ushbu so'rovnomada ishtirok etganingiz uchun tashakkur. Sizning qimmatli fikrlaringiz
o'qituvchini nima samarali qilishini va ta'lim sifatini oshirishni yaxshiroq tushunishga yordam
beradi.
Xulosa
Xulosa qilib aytadigan bo'lsak, ushbu kengaytirilgan tadqiqot ideal o'qituvchini
belgilaydigan fazilatlarni to'liq tushunish imkonini beradi. Miqdoriy ma'lumotlar, sifatli
tushunchalar, adabiyotlarni ko'rib chiqish natijalari va madaniy nuanslarga oid mulohazalarni
birlashtirgan holda, ushbu keng qamrovli tahlil o'quvchilarning ta'lim tajribasini shakllantirishda
o'qituvchilarning o'zgartiruvchi roli bo'yicha yanada boy dialogga hissa qo'shadi.
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