DEVELOPING SELF-DEVELOPMENT COMPETENCE AMONG FUTURE TEACHERS THROUGH THE FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION OF UZBEKISTAN
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This research explores the effectiveness of the Flipped Classroom approach in fostering self-development competence among future teachers in higher education institutions of Uzbekistan. The study adopts a mixed-method design involving 120 undergraduate students from pedagogical universities. Results demonstrate that integrating flipped learning significantly enhances students’ reflective thinking, autonomy, and motivation for lifelong learning. The findings align with the national educational reforms emphasizing competency-based and student-centered teaching methodologies. The paper concludes that the Flipped Classroom model offers a transformative potential for developing self-directed, reflective, and adaptive educators who meet the demands of 21st-century teaching.
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