INKLYUZIV OLIY TA’LIM MUHITIDA TYUTORNING KASBIY KOMPETENTLIGINI RIVOJLANTIRISHNING PEDAGOGIK ASOSLARI
Annotatsiya
Mazkur tezisda inklyuziv oliy ta’lim muhitida tyutorning kasbiy kompetentligini rivojlantirishning pedagogik asoslari tahlil qilingan. Tyutor faoliyatining diagnostik, kommunikativ, konsultativ, koordinatsion, motivatsion va refleksiv komponentlari aniqlangan. Shuningdek, kasbiy kompetentlikni rivojlantirishning pedagogik shart-sharoitlari hamda uni takomillashtirishning tizimli ketma-ketligi asoslangan.
Kalit soʻzlar:
Iqtiboslar
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Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294.
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education: All Means All. Paris: UNESCO.
UNESCO. (2022). Welcoming Diversity in the Learning Environment: Teachers’ Handbook for Inclusive Education. Bangkok: UNESCO.
United Nations. (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations.
Lochtie, D., McIntosh, E., Stork, A., Walker, B. W., Alberts, N., & Raby, A. (2026). Effective Personal Tutoring and Academic Advising in Higher Education. 2nd ed. Routledge.
Lochtie, D., Stork, A., & Walker, B. W. (Eds.). (2022). Higher Education Personal Tutor’s and Advisor’s Companion: Translating Theory into Practice to Improve Student Success. Routledge.
Vantieghem, W., Roose, I., Goosen, K., Schelfhout, W., & Van Avermaet, P. (2023). Education for all in action: Measuring teachers’ competences for inclusive education. PLOS ONE, 18(11), e0291033.
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Wisker, G., Exley, K., Antoniou, M., & Ridley, P. (2008). Working One-to-One with Students: Supervising, Coaching, Mentoring and Personal Tutoring. Routledge.
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