★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★Open research. Global perspectives.
Social Sciences OPEN ACCESS

Mechanisms for Developing the Competence of Teaching Staff in Using Innovative Educational Technologies

Alibaeva Umida Amirjanovna
Basic Doctoral Student at The Institute for Retraining and Advanced Training of Personnel of The Higher Education System, Uzbekistan
tajssei 2026
VOL. 8 / NO. 10 OCTOBER
VOLUME 8
ISSUE 10
YEAR 2026
PAGES 38-45

Abstract

This article analyzes the theoretical foundations and methodological mechanisms for developing the competence of teaching staff in using innovative educational technologies. The aim of the study is to develop a conceptual model designed to develop the competence of educators in selecting innovative technologies, adapting them to the educational content, implementing them in practice, and evaluating their results.

Keywords

Teaching staff innovative educational technologies professional competence

References

  1. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  2. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Y. Punie (Ed.). Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770
  3. UNESCO. (2018). UNESCO ICT Competency Framework for Teachers. Version 3. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000265721
  4. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4–14. https://doi.org/10.3102/0013189X015002004
  5. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3), 181–199. https://doi.org/10.3102/0013189X08331140
  6. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311
  7. Education Endowment Foundation. (2021). Effective Professional Development. Guidance Report. London: EEF. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development
  8. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88 (4), 547–588. https://doi.org/10.3102/0034654318759268
  9. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8 (3), 381–391. https://doi.org/10.1080/135406002100000512
  10. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5 (1), 7–74. https://doi.org/10.1080/0969595980050102
  11. Miao, F., & Holmes, W. (2023). Guidance for Generative AI in Education and Research. Paris: UNESCO. https://doi.org/10.54675/EWZM9535