INTERNATIONAL EXPERIENCE IN DEVELOPING MEDIA COMPETENCE OF PROSPECTIVE TEACHERS AND POSSIBILITIES OF ITS INTEGRATION INTO THE EDUCATION SYSTEM
DOI:
https://doi.org/10.5281/Keywords:
media competence, international experience, comparative pedagogy, prospective teacher, media education, multiliteracies, media literacy standards, Uzbek teacher education, integration, competence-based approach.Abstract
This article provides a comparative analysis of international experience in developing media competence of prospective teachers — Finland's “multiliteracies” model, the United Kingdom's institutional policy through Ofcom and the BFI, the United States' NAMLE professional standards, and Russia’s scientific school led by A.V. Fedorov. The methodological essence, strengths, and limitations of each model are examined from a scientific and pedagogical perspective, and the possibilities of integrating this international experience into the teacher education system of Uzbekistan, along with corresponding recommendations, are substantiated from a scientific and practical perspective.
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