Strategic Historical And Pedagogical Analysis Of Teachers’ Professional Development
DOI:
https://doi.org/10.62480/jpip.2026.vol53.pp21-24Keywords:
teachers’ professional development, historical-pedagogical analysis, Eastern thinkersAbstract
This article examines the historical and pedagogical foundations of teachers’ professional development in the general education system. Based on the pedagogical and philosophical heritage of Eastern thinkers such as Abu Nasr al-Farabi, Abu Rayhan al-Biruni, Abu Ali ibn Sina, Alisher Navoi, Yusuf Khos Hajib, as well as representatives of the Jadid movement, particularly Ismail Gasprinskiy, the study reveals the evolution of professional, moral, and spiritual requirements for the teacher’s personality. The concepts of knowledge, cognition, virtue, wisdom, and continuous intellectual development are interpreted as key methodological sources for the formation of modern teachers’ professional competencies. The findings emphasize the relevance of historical-pedagogical heritage in strategic planning and management of teachers’ continuous professional development in the context of contemporary educational reforms
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