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Bog'liq Asosiy oxirgi 17.05.2023 18.20Conclusion.
As a result, the ambiguity of many problems in teachers' professional
preparation for using innovative pedagogic technologies in teaching students, as well as the
definition of teachers' innovation activity per se, flaws in college education, the lack of a
theory and system of professional technological preparation in pedagogic colleges, and the
emerging need to develop a new approach in teachers' education define the scientific
significance of the current study. The development of theoretical and practical aspects of
teachers' professional preparation for using innovative pedagogic technologies would not
only aid in the improvement of teachers' pedagogical proficiency, but would also have a
direct positive impact on the educational process in a modern general-education school.
Finally, social media has become an important tool for teaching specialized subjects.
Social media platforms such as Twitter, Facebook, and Instagram provide a space for
teachers and students to share ideas, resources, and information. These platforms can be
particularly useful for discussing current events and sharing news articles and research
papers. Social media can also be used to create virtual classrooms, where students can
participate in discussions and collaborate on projects.
In conclusion, innovative technologies have had a significant impact on the teaching of
specialized subjects. Online learning platforms, gamification, virtual and augmented reality,
artificial intelligence, and social media are just a few examples of how technology has
changed the way we teach and learn. As technology continues to evolve, we can expect to
see even more innovative tools and techniques that will revolutionize education and make
learning more accessible, engaging, and effective for all students.
References:
1. Abdulina, О. (1995). Actual problems of pedagogical education. Journal of Higher
School of Kazakhstan, 5, 58-63.
2. Adolf, V. (1998). Theoretical bases of formation of professional competence of
teachers. Moscow: Nauka, 344.
3. Babanskiy, Yu. (1992). Competence model: from the idea to the educational program.
Moscow: Nauka, 366.
4. Bogoyavlenskaya, D. (1991). Formirovanie pedagogicheskikh sposobnostey.
[Development of pedagogic skills]. M.: Pedagogika, 124.
5. Gershunskiy, B. (1997). Philosophy of Education for the XXI Century. Moscow: Nauka,
365.
6. Ibraeva, I., Stukalenko, N. (2014). O razvitii poznavatelnoy aktivnosti buduschikh
pedagogov. [On the development of cognitive activity in the prospective teachers].
International journal of experimental education, 8, 56-57, http://www.rae.ru.
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Ibadullayev J.I., Raxmanov F.G. Ta’lim jarayonida imitatsion virtual trenajyorlarni
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Qarshi davlat universiteti international scientific and practical conference on algorithms and current problems of programming
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