DEVELOPING THE REFLECTIVE-METHODOLOGICAL COMPETENCE OF PRE-SERVICE "TARBIYA" TEACHERS THROUGH MICROTEACHING AND VIDEO ANALYSIS

The paper examines how the reflective-methodological competence of pre-service teachers of "Tarbiya" (Moral Education) can be developed by combining microteaching with structured video analysis. It argues that the quality of a Tarbiya lesson depends heavily on the teacher's ability to notice educative moments as they arise, to analyse the reasons for and consequences of methodological decisions, and to adjust teaching flexibly. Drawing on theories of reflective practice, experiential learning and teacher noticing, the study uses theoretical analysis, comparison and pedagogical modelling. Its main outcome is a five-stage reflective-methodological technology: design, teaching and recording, structured video analysis, collaborative discussion, and re-design followed by re-teaching. Four criteria of the competence are defined: reflective knowledge, noticing educative situations, methodological decision-making and professional self-development. A set of guiding questions adapted to Tarbiya lessons and a reflective-journal framework are also proposed. The paper concludes that integrating microteaching and video analysis is a promising means of preparing future teachers for the value-oriented and situational nature of Tarbiya lessons.

Hali tarjima qilinmagan