THE PEDAGOGICAL MASTERY OF THE FUTURE TEACHER OF THE HISTORY OF UZBEKISTAN
Keywords:
Keywords: pedagogical mastery, History of Uzbekistan, future teachers, pedagogical tact, narrative competence, historical evidence, contested interpretations, unanticipated question, pedagogical content knowledge, professional judgement, teacher preparation.Abstract
Abstract. This article substantiates a subject-specific conception of the pedagogical mastery of the future teacher of the History of Uzbekistan. The study proceeds from the premise that mastery is not subject-neutral: what constitutes it is determined by the nature of the material taught, and the material of national history is simultaneously narrative, evidential and value-laden. The author advances a model of three demands that the history lesson must satisfy at once — it must hold attention, it must remain faithful to evidence, and it must be tactful towards the identities and memories it touches — and shows that each pair of demands stands in tension, so that the abandonment of any one produces a recognisable deformation of teaching. Mastery is accordingly defined as the capacity to hold all three simultaneously. A six-component structure of mastery and three levels of its development are elaborated, and the unanticipated pupil question is substantiated as the situation in which mastery becomes diagnostically visible. The polemic between J. Hattie and G. Biesta concerning the measurability of good teaching is subjected to critical examination.
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