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Buxoro Xalqaro
Universiteti

8-tom, 1-son, b. 403–409, Nashr: 2026-11-07

ANDRAGOGIK YONDASHUVNING NAZARIY ASOSLARI VA UNI PEDAGOGLAR MALAKASINI OSHIRISHGA TATBIQ ETISH IMKONIYATLARI

ТЕОРЕТИЧЕСКИЕ ОСНОВЫ АНДРАГОГИЧЕСКОГО ПОДХОДА И ВОЗМОЖНОСТИ ЕГО ПРИМЕНЕНИЯ В ПОВЫШЕНИИ КВАЛИФИКАЦИИ ПЕДАГОГОВ

THEORETICAL FOUNDATIONS OF THE ANDRAGOGICAL APPROACH AND POSSIBILITIES OF ITS APPLICATION IN TEACHERS’ PROFESSIONAL DEVELOPMENT

  • Avezova Maftuna Sobirovna — Buxoro xalqaro universiteti mustaqil tadqiqotchisi

DOI: 10.67780/buxoro-xalqaro-universiteti-ilmiy-axborotnomasi.2026.3d59979a

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Annotatsiya

Maqolada andragogik yondashuvning nazariy asoslari va uni pedagoglar malakasini oshirish tizimiga tatbiq etish imkoniyatlari tahlil qilinadi. Andragogika tushunchasining genezisi A.Kapp, E.Lindeman, M.Noulz, D.Savichevich va rus andragogika maktabi ishlari asosida ochib beriladi; M.Noulzning kattalar o'rganuvchisi haqidagi olti tamoyili va andragogik jarayon modeli pedagoglar malakasini oshirish nuqtai nazaridan sharhlanadi. Andragogikaga qaratilgan tanqidiy qarashlar (A.Xartri, S.Brukfild, Sh.Merriam) hamda uni to'ldiruvchi nazariyalar (tajribaviy o'rganish, transformativ o'rganish, amaliyot hamjamiyatlari, o'z-o'zini boshqarib o'rganish, o'z-o'zini belgilash nazariyasi) tahlil qilinadi. Pedagogning kattalar o'rganuvchisi sifatidagi o'ziga xos xususiyatlari ("kuzatish orqali shogirdlik", kasbiy o'zlik, izomorfizm effekti) asoslanadi. Andragogik tamoyillarni malaka oshirish amaliyotiga o'tkazuvchi aniq mexanizmlar – ehtiyojlar diagnostikasi, o'quv shartnomasi, modulli tanlov, tajriba almashinuvi, refleksiv kundalik, amaliyotda sinash – taklif etiladi va ularning O'zbekiston sharoitidagi imkoniyatlari hamda cheklovlari ko'rsatiladi. Andragogik yondashuv o'z mohiyatiga ko'ra pedagog motivatsiyasini rivojlantirish yondashuvi ekani xulosa qilinadi.

Аннотация

В статье анализируются теоретические основы андрагогического подхода и возможности его применения в системе повышения квалификации педагогов. Генезис понятия «андрагогика» раскрывается на основе работ А. Каппа, Э. Линдемана, М. Ноулза, Д. Савичевича и российской андрагогической школы; шесть принципов М. Ноулза о взрослом обучающемся и модель андрагогического процесса интерпретируются с точки зрения повышения квалификации педагогов. Рассматриваются критические взгляды на андрагогику (А. Хартри, С. Брукфилд, Ш. Мерриам) и дополняющие её теории (экспериентальное обучение, трансформативное обучение, сообщества практики, самоуправляемое обучение, теория самодетерминации). Обосновываются специфические особенности педагога как взрослого обучающегося («ученичество через наблюдение», профессиональная идентичность, эффект изоморфизма). Предлагаются конкретные механизмы перевода андрагогических принципов в практику повышения квалификации – диагностика потребностей, учебный контракт, модульный выбор, обмен опытом, рефлексивный дневник, апробация в практике – и показываются их возможности и ограничения в условиях Узбекистана. Делается вывод о том, что андрагогический подход по своей сущности является подходом к развитию мотивации педагога.

Abstract

The article examines the theoretical foundations of the andragogical approach and the possibilities of applying it to the system of teachers' in-service training. The genesis of the concept of andragogy is traced through the works of A. Kapp, E. Lindeman, M. Knowles, D. Savićević and the Russian andragogical school; Knowles's six assumptions about the adult learner and his andragogical process model are interpreted from the perspective of teacher professional development. Critical perspectives on andragogy (A. Hartree, S. Brookfield, S. Merriam) and complementary theories (experiential learning, transformative learning, communities of practice, self-directed learning, self-determination theory) are analysed. The specific features of the teacher as an adult learner (the "apprenticeship of observation", professional identity, the isomorphism effect) are substantiated. Concrete mechanisms for translating andragogical principles into in-service training practice – needs diagnosis, learning contracts, modular choice, experience exchange, reflective journals, classroom trialling – are proposed, and their possibilities and limitations in the context of Uzbekistan are shown. The article concludes that the andragogical approach is, in essence, an approach to developing teacher motivation.

Kalit so'zlar: andragogika, andragogik yondashuv, kattalar ta'limi, pedagoglar malakasini oshirish, o'z-o'zini boshqarib o'rganish, tajribaviy o'rganish, o'quv shartnomasi, refleksiya, motivatsiya

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