10-tom, 1-son, b. 487–491, Nashr: 2026-10-14

CHET TILI O‘QITUVCHILARIDA SOTSIAL-EMOTSIONAL KOMPETENTLIKNI RIVOJLANTIRISHNING PSIXOLOGIK JIHATLARI

ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ РАЗВИТИЯ СОЦИАЛьНО-ЕМОЦИОНАЛьНОЙ КОМПЕТЕНТНОСТИ ПРЕПОДАВАТЕЛЕЙ ИНОСТРАННЫХ ЯЗЫКОВ

PSYCHOLOGICAL ASPECTS OF DEVELOPING SOCIO-EMOTIONAL COMPETENCE IN FOREIGN LANGUAGE TEACHERS

• Ataxo‘jayeva Shaxlo Anvarovna — University of Business and Science, dotsent, psixologiya fanlari bo‘yicha falsafa doktori (PhD) shaxloataxujayeva@gmail.com · ORCID: 0000-0002-6523-3951

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Annotatsiya

Ushbu maqolada chet tili o‘qituvchilarida sotsial-emotsional kompetentlikni rivojlantirishning psixologik omillari va amaliy mexanizmlari tahlil qilinadi. Zamonaviy tadqiqotlar asosida emotsional o‘zini anglash, hissiy boshqaruv, empatiya, madaniyatlararo muloqot va refleksiv qaror qabul qilishning kasbiy faoliyatdagi o‘rni yoritiladi. Tadqiqot nazariy-qiyosiy tahlil va konseptual modellashtirish usullariga tayanadi. Besh tarkibli kompetentlik modeli, uni rivojlantirish bosqichlari va baholash indikatorlari taklif etiladi. Model chet tili darslarida xato qilishdan xavotirni yumshatish, qo‘llab-quvvatlovchi qayta aloqa yaratish va pedagogning kasbiy barqarorligini mustahkamlashga yo‘naltirilgan. Taklif qilingan yondashuvning samaradorligini aniqlash uchun keyingi empirik tekshiruvlar zarurligi asoslanadi. Shuningdek, pedagogik kuzatuv va o‘quvchilar fikrini birlashtiruvchi baholash yondashuvi tavsiflanadi.

Аннотация

В статье анализируюця психологические факторы и практические механизмы развития социально-емоциональной компетентности преподавателей иностранных языков. На основе современных исследований рассматриваюця емоциональное самопознание, регуляция емоций, емпатия, межкультурное общение и рефлексивное принятие решений в профессиональной деятельности. Используюця теоретико-сопоставительный анализ и концептуальное моделирование, с учетом особенностей коммуникативных задач и профессионалных ситуаций. Предложены пятикомпонентная модель компетентности, этапы ее развития и наблюдаемые индикаторы оценки. Модель ориентирована на снижение тревожности при языковых ошибках, поддерживающую обратную связь и профессиональную устойчивость педагога. Для подтверждения эффективности предложенного подхода необходимо дальнейшее емпирическое исследование в различных образовательных условиях. Отдельное внимание уделяеця педагогической рефлексии, межкультурной чувствительности и взаимной поддержке коллег.

Abstract

This article examines the psychological factors and practical mechanisms underlying the development of socio-emotional competence among foreign language teachers. Drawing on recent research, it discusses emotional self-awareness, emotion regulation, empathy, intercultural communication, and reflective decision-making in professional teaching. The study applies comparative theoretical analysis and conceptual modelling to examine relevant teaching practices. A five-component competence framework, developmental stages, and observable assessment indicators are proposed. The framework addresses anxiety surrounding language errors, supportive classroom feedback, and teacher professional resilience. Further empirical evaluation is recommended to establish the effectiveness and contextual suitability of the proposed approach in foreign language education settings.

Kalit so'zlar: chet tili o‘qituvchisi, sotsial-emotsional kompetentlik, emotsional intellekt, empatiya, hissiy regulyatsiya, madaniyatlararo muloqot, refleksiya, pedagogik muloqot, psixologik barqarorlik

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