Comparative Analysis Of Teacher's Pedagogical Culture: National Mentality And The Influence Of Educational Systems (Finland, Usa, Singapore, South Korea, Japan, Russia)

Teacher pedagogical culture has become a key factor in educational quality worldwide; however, empirical evidence from Central Asian educational systems remains limited in international research discourse. This study addresses this gap by conducting a comparative analysis of pedagogical culture development in Uzbekistan in relation to educational models of Finland, the USA, Singapore, South Korea, Japan, and Russia. The research applies an acmeologically oriented framework integrating competency-based, reflective, and value-oriented approaches adapted to national ethno-cultural and axiological traditions. An experimental study involving 511 pre-service physical education future teachers was conducted using diagnostic, formative, and control stages. The results demonstrate statistically significant improvement in pedagogical culture levels in experimental groups (p < 0.05), confirming the effectiveness of the proposed model. The findings contribute to comparative pedagogy by presenting evidence from Uzbekistan and by proposing a contextualized strategy for harmonizing global teacher development trends with national educational values. The study offers practical implications for teacher education reform in culturally diverse educational environments.

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