WAYS TO DEVELOP FACILITATION COMPETENCIES OF PROSPECTIVE EDUCATION SCIENCE TEACHERS IN THE CREDITMODULAR SYSTEM

Abstract

This article explores effective ways to develop facilitation competencies among prospective education science teachers within the framework of the creditmodular system. As modern education shifts towards student-centered learning, the role of teachers is increasingly seen not as sole knowledge transmitters but as facilitators of learning. This research identifies the key facilitation competencies, analyzes how the credit-modular system can support their development, and proposes practical strategies for integration into teacher training programs.In the context of modern higher education reforms, the transition to a credit-modular system in Uzbekistan has significantly reshaped the structure and goals of teacher education. One of the key challenges in this new environment is the development of facilitation competencies among future education science teachers, who are expected not only to deliver knowledge but also to guide and empower students through active, learner-centered methods. This study explores the pathways for cultivating such competencies within the credit-modular framework. Using a mixed-methods approach, data were collected from surveys, interviews, and classroom observations at Gulistan State Pedagogical Institute. The findings reveal that while essential competencies such as designing learner-centered activities, guiding reflection, and using formative assessment are recognized as vital, their development is hindered by theoretical overload, limited practice opportunities, and traditional assessment methods. Nevertheless, the flexibility of the credit-modular system opens up possibilities for personalized learning, elective modules, and reflective practices. This study concludes with pedagogical recommendations for aligning curriculum design with the competencies needed for effective facilitation, thereby bridging the gap between theory and practice in teacher education. The insights gained are valuable for curriculum developers, teacher educators, and policymakers aiming to enhance the quality of pedagogical preparation in higher education institutions