This article explores the significance of problem-based learning (PBL) technologies in the professional development of English language teachers. It examines how PBL contributes to enhancing teachers' professional competencies, fostering reflective practices, and cultivating analytical, creative teaching approaches. PBL empowers educators to transition from being mere transmitters of knowledge to facilitators, mentors, and co-researchers in the learning process. The paper argues that integrating PBL into teacher training and ongoing professional development programs is essential for developing innovative, adaptive, and reflective language educators.
The Role Of Problem-Based Learning Technologies As A Key Factor In The Professional Development Of English Language Teachers
DOI:
Keywords:
Problem-based learning
professional development
reflective teaching
Abstract
Downloads
Download data is not yet available.
References
Makhmutov, M.I. (1975). *The Theory of Problem-Based Teaching*. Moscow: Pedagogy.
Okon, V. (1990). Introduction to Didactics. Warsaw: WSiP.
Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
O‘ktamov, B., & Jo‘rayev, Sh. (2019). *Foundations of Pedagogical Technologies*. Tashkent: Fan.
Nazarova, N. (2022). Effectiveness of Problem-Based Learning Technologies. Namangan State University Scientific Bulletin*, No. 4.
Richards, J., & Farrell, T. (2005). Professional Development for Language Teachers. Cambridge University Press.
Shirinov, A. (2021). Issues of Introducing Innovative Pedagogical Technologies in Higher Education. Tashkent: TDPU.
Brown, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.