ANALYSIS OF INTERNATIONAL EXPERIENCE IN DEVELOPING RESEARCHCOMPETENCE OF FUTURE TEACHERS
Abstract
this article examines the issue of developing research competence among future teachers in the context of modern pedagogical education. The authors analyze the experiences of several foreign countries—Germany, Canada, the USA, Finland, and others—by identifying effective models for forming research skills. In particular, the article explores the "student-researcher" status and independent dissertation research practices in Germany, as well as the activities of research centers affiliated with the University of Toronto in Canada. Based on international practices, the study offers suggestions and directions for adapting such approaches to the education system of Uzbekistan. The article highlights the practical significance of foreign approaches in preparing future teachers for a modern scientific environment.
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