Английский
Тоҷикӣ 
Русский 
2022
SIGNIFICANCE OF PRINCIPLE OF CONNECTION OF THEORY WITH PRACTICE IN TRAINING HIGHLY QUALIFIED PEDAGOGICAL STAFF
Файл Ном Сабт карда шуд 
Сабури Х.М.,Пулотов И.М.SIGNIFICANCE OF PRINCIPLE OF CONNECTION OF THEORY WITH PRACTICE IN TRAINING HIGHLY QUALIFIED PEDAGOGICAL STAFF 41
Authors:Saburi Khairullo Mirzozoda, Dr. of Pedagy, Professor of social and professional pedagogy department under the SEI “KhSU named after acad. B.Gafurov”Pulotov Ismoil Mamadovich, candidate of pedagogical sciences, Associate Professor of general pedagogy department under the SEI “KhSU named after acad. B.Gafurov” (Tajikistan, Khujand)
JOURNAL NUMBER: 2(71). YEAR OF ISSUE: 2022. LANGUAGE OF THE ARTICLE: Russian
ANNOTATION
The article dwells on the issues beset with training highly qualified teaching staff in modern conditions of the development of society and improving the quality of education in universities of the pedagogical direction, which, in turn, involves informatization of scientific and pedagogical knowledge based on their systematization by modeling pedagogical knowledge, a clear and unambiguous implementation of the principle of communication between pedagogical theory with pedagogical practice, on the basis of conducting experimental scientific and pedagogical research by scientists and teachers at a sufficiently high quality level, as well as on the basis of introducing advanced pedagogical experience into the system of higher education. It is noted that the optimization of theoretical and practical scientific and pedagogical research contributes to the adequate systematization of pedagogical knowledge. The importance of studying, generalizing, systematizing and creative application of advanced pedagogical experience in the course of pedagogical practice is emphasized, which allows students, future teachers to prepare for their professional and pedagogical activities at a sufficiently high competence level, which is objectively possible provided that the principle of connection between pedagogical theory and pedagogical practice is observed.
KEY WORDS
pedagogical theory, pedagogical practice, professional competence, socio-pedagogical object, scientist-teacher, teacher-innovator