CRITERIA FOR THE EVALUATION OF PROGRESSIVE FOREIGN PEDAGOGICAL EXPERIENCE IN THE UK

Abstract

The article gives a definition of the concept of "foreign pedagogical experience", on the basis of the approaches and principles of its study, the criteria for the degree of its progressiveness are highlighted, its significance for the system of pedagogical education in Uzbekistan is indicated. Knowledge about the methods and boundaries of pedagogical activity adopted in a particular culture performs a regulatory and normalizing function, and access to the completeness of foreign pedagogical experience makes it possible to consciously normalize actions in the mainstream of a certain (national, regional and other) culture. Understanding the meaning and cultural contexts of educational processes contributes to the formation of an internally consistent pedagogical picture of the world, provides additional cultural grounds for choosing a professional position, understanding the boundaries of one's competence, and, ultimately, for professional self-determination.

Keywords

foreign pedagogical experience, approaches,, principles of comparative pedagogy,