Effectiveness of Modern Educational Technologies in Developing Professional Erudition of Future Teachers

Authors

  • Jurayeva Gulshoda Andijan State University, PhD student, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-06-03-23

Keywords:

Future teachers, professional erudition, modern educational technologies

Abstract

This article analyzes the role of modern educational technologies in the development of professional erudition of future teachers in pedagogical practice. The possibilities of improving the professional skills of teachers, implementing an individual approach to students and effectively organizing their learning process through the use of interactive, online and digital tools in the educational process are shown. Modern technologies are an effective means of training future teachers to update pedagogical methods and apply innovative approaches. The article considers the methodological aspects of the use of modern educational technologies in pedagogical practice and their effectiveness.

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References

Shamshinova, N. A. (2021). Pedagogical technologies and teaching methods. Tashkent: Ma'naviyat.

Mamedov, S. A., & Kadyrova, M. V. (2022). Online and distance learning platforms: experience and prospects. Journal of Educational Innovations, 10(2), 112-124.

Shirinova, D. X. (2023). Digital tools in modern education: The role and impact on teaching effectiveness. International Journal of Educational Technologies, 8(1), 45-56.

Sultonova, A. G., & Tashkentov, M. I. (2021). The renewal of pedagogical methods and their importance in the educational process. Journal of Educational Science, 9(3), 65-78.

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Published

2025-03-31

How to Cite

Jurayeva Gulshoda. (2025). Effectiveness of Modern Educational Technologies in Developing Professional Erudition of Future Teachers. Current Research Journal of Pedagogics, 6(03), 94–96. https://doi.org/10.37547/pedagogics-crjp-06-03-23

Issue

Vol. 6 No. 03 (2025): Volume 06 Issue 03

Section

Articles

License

Copyright (c) 2025 Jurayeva Gulshoda

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.