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ZENODO
Published
2025-06-01
Section
Articles
How to Cite
How to Cite
KEY PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF DEONTOLOGICAL COMPETENCE OF A TEACHER
Shodieva Ranokhon Abdumajid kizi,
2nd year master's student in the specialty "Theory and history of pedagogy"
Morkhova Inessa Vyacheslavovna
Doctor of Philosophy in Pedagogical Sciences (PhD), Associate Professor of the Department of General Pedagogy, Nizami National Pedagogical University
Keywords: deontological competence, teacher ethics, moral development, professional responsibility, pedagogical ethics.
Abstract
This article explores the essential psychological and pedagogical conditions necessary for the effective formation of deontological competence in teachers. Deontological competence, which encompasses a teacher’s professional ethical orientation, moral responsibility, and value-based decision-making, is a foundational component of effective pedagogy. The paper analyzes the cognitive, emotional, and volitional dimensions of moral development, the pedagogical strategies that promote ethical awareness, and the institutional environments that support ethical behavior. Emphasis is placed on the integration of reflective practices, moral dilemma discussion, humanistic teaching models, and institutional support systems. The findings suggest that deontological competence is not innate but must be systematically nurtured through targeted educational interventions, psychological support, and value-based mentorship.
References
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5. Strike, K. A., & Soltis, J. F. (2009). The Ethics of Teaching. Teachers College Press.
