ТРАНСФОРМАЦИЯ РОЛИ ПРЕПОДАВАТЕЛЯ В ТЕХНОЛОГИЧЕСКОМ ОБРАЗОВАНИИ В УСЛОВИЯХ ГИБРИДНОГО ОБУЧЕНИЯ: НОВЫЕ КОМПЕТЕНЦИИ И ВЫЗОВЫ

Maqolada an’anaviy va masofaviy ta’lim formatlari integratsiyalashgan (hybrid learning) sharoitda pedagogning kasbiy rolidagi o‘zgarishlar tahlil qilinadi. Muallif "bilim yetkazuvchi" modelidan fasilitator, ta’lim tajribasi arxitektori va raqamli kurator rollariga o‘tish jarayonini ko‘rib chiqadi. Taqqoslangan auditoriyada diqqatni boshqarish va adaptiv kontent muhitini loyihalash kabi o‘ziga xos kompetensiyalarning yetishmovchiligiga alohida e’tibor qaratilgan. Ishda asosiy muammolar (texnologik to‘siq, kognitiv yuklama) aniqlangan hamda pedagogik kadrlar tayyorlash va ularning malakasini oshirish tizimi doirasida ushbu muammolarni bartaraf etish yo‘llari taklif etilgan.

The article analyzes the changes in the professional role of the educator in the context of integrating face-to-face and distance learning formats (hybrid learning). The author examines the transition from the "knowledge transmitter" model to the roles of facilitator, architect of the educational experience, and digital curator. Particular attention is paid to the deficit of specific competencies, such as attention management in a distributed audience and the design of adaptive content environments. The paper identifies key challenges (technological barrier, cognitive overload) and proposes ways to overcome them within the framework of the teacher training and professional development system.