INTEGRATIVE APPROACH AS A KEY CONDITION FOR THE FORMATION OF PROFESSIONAL COMPETENCE OF PHYSICS AND TECHNOLOGY TEACHERS IN THE CONTEXT OF EDUCATIONAL REFORMS IN UZBEKISTAN

Аннотация

The article is devoted to topical issues of implementing an integrative approach in the professional training of physics and technology teachers in the context of modern educational reforms and the development tasks of the "New Uzbekistan". The necessity of this approach for the formation of a holistic scientific worldview, practical skills and professional competencies in future teachers that meet the requirements of the country's innovative development and the goals of the state educational policy is substantiated. The role of pedagogical integration, interdisciplinary connections (especially between physics and technology) and didactic synthesis in the development of a competent personality of a future teacher who is able to work effectively in the context of modernization of school education is revealed. Particular attention is paid to the formation of general technological competence in technology teachers as an invariant component oftheir professionalism, as well as thepreparation ofteachers for thepractical implementation of integrative processes in schools of Uzbekistan. The article is addressed to specialists in the field of pedagogical education, methodologists and managers interested in improving the quality of training ofteaching staff. Key words: pedagogical integration, professional training of teachers, physics and technology teachers, Uzbekistan, educational reforms, competence-based approach, interdisciplinary connections, general technological competence, modernizationofeducation. Introduction. In the context of dynamic educational reforms carried out in Uzbekistan and aimed at building a "New Uzbekistan", the training of highly qualified teaching staff capable of implementing modern educational standards is of particular importance. For teachers of physics and technology, whose activities are directly related to the formation of students' scientific worldview and practical skills necessary for the innovative development of the country, the key is mastering an integrated approach to teaching. This approach is fully consistent with the goals of state policy in the field of education, focused on the development of interdisciplinary links, practice-oriented learning and theformation ofaholisticpictureofthe world in young people. Literature review The problem of developing professional competence of future teachers in the context of modernization of the education system is the subject of active scientific discussions both at the international level and in the Republic of Uzbekistan. Global trends point to the increasing role of integrative approaches in education, which are seen as a response to the increasing complexity ofknowledge, theneed to develop a holisticpicture of theworld in students and the development of21st century skills (Delors ,1996;OECD, 2018). In the context of teacher education, researchers emphasize that the traditional subject-centered model of training does not always ensure that future teachers are prepared to solve complex pedagogical problems and implement interdisciplinary projects ( Darling-Hammond , 2006; Shulman , 1987). The ideas of pedagogical integration developed by such authors as M.N. https://ijmri.de/index.php/jmsi volume 4,issue4,2025 1020 Berulava (1998), N.A. Chapaev (1998) and others laid the theoretical and methodological foundations for understanding integration as a means of improving the quality of education and developing the student's personality. These concepts are also reflected in modern research devoted tothedesign of integrativeeducational programs and technologies. The integrated approach is particularly relevant in the training of teachers of natural science and technology cycles. Research in the field of STEM education (Science, Technology, Engineering, Mathematics ) clearly demonstrates the effectiveness of integration in increasing students' motivation and developing their research and engineering skills ( Honey , Pearson , & Schweingruber , 2014). In this vein, the training of physics and technology teachers requires not only deep knowledge of their subjects, but also an understanding of their interrelations, as well as theability tobuild an educational process based ontheseconnections. In recent years, the Republic of Uzbekistan has paid close attention to reforming the education system, which is reflected in a number of regulatory documents, including Decrees of the President and Resolutions of the Government aimed at improving the quality of teaching staff and introducing modern educational standards (for example, the Concept for the Development of the Public Education System of the Republic of Uzbekistan until 2030). In the works of Uzbek scientists (here one could refer to hypothetical authors or real publications, if they are known, for example, researchers from the Tashkent State Pedagogical University, Namangan State University, etc.), ways to improve the professional training of teachers, introduce a competency- based approach a