10-tom, 1-son, b. 198–201, Nashr: 2026-10-08

BO‘LAJAK MUSIQA O‘QITUVCHILARINI TAYYORLASHDA USTOZ-SHOGIRD AN’ANASI VA MENTORLIKNING QIYOSIY TAHLILI

СРАВНИТЕЛЬНЫЙ АНАЛИЗ ТРАДИЦИИ «УСТОЗ-ШОГИРД» И НАСТАВНИЧЕСТВА (МЕНТОРСТВА) В ПОДГОТОВКЕ БУДУЩИХ УЧИТЕЛЕЙ МУЗЫКИ

A COMPARATIVE ANALYSIS OF THE USTOZ-SHOGIRD TRADITION AND MENTORING IN THE TRAINING OF FUTURE MUSIC TEACHERS

• Rashidov Sardor Alisher o‘g‘li — Samarqand davlat pedagogika instituti “Musiqa ta’limi” kafedrasi doktoranti (PhD) · ORCID: https://orcid.org/0009-0005-5407-8625

To'liq matn (PDF)

Annotatsiya

Maqolada bo‘lajak musiqa ta’limi o‘qituvchilarini tayyorlashda mentorlik amaliyotini takomillashtirish maqsadida o‘zbek ustoz-shogird an’anasi va zamonaviy xalqaro kasbiy mentoring nazariyalari qiyosiy tahlil qilinadi. An’ananing to‘rt pedagogik unsuri – namoyish va taqlid, individual hamrohlik, mas’uliyatni bosqichma-bosqich topshirish hamda ma’naviy-axloqiy uzatish – kognitiv shogirdlik, vaziyatli o‘qish va Kramning mentorlik funksiyalari bilan sakkiz mezon bo‘yicha solishtiriladi. Tahlil ikki yondashuv bir-birini inkor etmasdan, aksincha to‘ldirishini ko‘rsatadi: an’ana davomiylik va qadriyatlarni uzatishda, zamonaviy mentoring esa aniq maqsad, refleksiya va baholashda kuchli. Muallif mentorlik amaliyotini takomillashtirishning besh yo‘nalishini taklif etadi.

Аннотация

В статье проводится сравнительный анализ узбекской традиции «устоз–шогирд» и современных теорий профессионального менторства с целью совершенствования менторской практики при подготовке будущих учителей музыки. Четыре педагогических элемента традиции - демонстрация и подражание, индивидуальное сопровождение, поэтапная передача ответственности и духовно-нравственная передача опыта - сопоставляются с концепциями когнитивного ученичества, ситуативного обучения и функциями менторства по К. Крам по восьми критериям. Анализ показывает, что эти подходы не противоречат, а дополняют друг друга: традиция сильна преемственностью и передачей ценностей, современное менторство - чёткими целями, рефлексией и оцениванием. Предложены пять направлений совершенствования менторской практики.

Abstract

The article presents a comparative analysis of the Uzbek ustoz–shogird (master–apprentice) tradition and contemporary theories of professional mentoring, aiming to improve mentoring practice in the training of future music teachers. Four pedagogical elements of the tradition-demonstration and imitation, individual accompaniment, gradual transfer of responsibility, and moral-ethical transmission-are compared with cognitive apprenticeship, situated learning, and Kram’s mentoring functions across eight criteria. The analysis suggests that the two approaches complement rather than contradict each other: the tradition is strong in continuity and value transmission, whereas contemporary mentoring is strong in explicit goals, reflection, and assessment. Five directions for improving mentoring practice are proposed.

Kalit so'zlar: ustoz-shogird an’anasi, kasbiy mentorlik, musiqa ta’limi o‘qituvchisi, kognitiv shogirdlik, qiyosiy tahlil, kasbiy shakllanish, maqom

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