M. M. Tursunov led the research as Project Leader and Z. T. Saidova acted as Project Participant. Teaching practice is an embedded and essential, component of any teacher education programme. There are two modes for t

REPUBLIC OF UZBEKISTAN
MINISTRY OF HIGHER AND SECONDARY
SPECIALIZED EDUCATION

BUKHARA STATE UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

70230101 SPECIALITY OF

LINGUISTICS: THE ENGLISH LANGUAGE

I year student of master degree

JURAEVA ZEBINISO’S

PORTFOLIO

ON SCIENTIFIC – PEDAGOGICAL PRACTICE
Bukhara 2021

OBSERVATION TABLES

LESSON PLANS

DEMO LESSON

CONTENT

1. 
   Documents…………………………………………………..
   
2. 
   Observation Table………………………………………….
   
3. 
   Lesson Plans………………………………………………...
   
4. 
   Materials and Resources……………………………………
   
5. 
   Report on teaching practice period……………………….
   

MATERIALS

AND

RESOURCES

REPORTS


Project description
The aim of this study was to generate teaching practice narratives from stage one early childhoodstudent teachers based on their experiences in a field-based teacher education programme. Thisresearch documents the experiences of first year students. It is important to acknowledge theirlimited and perhaps idealized view of their experiences to date.
M. M. Tursunov led the research as Project Leader and Z. T. Saidova acted as Project Participant.Teaching practice is an embedded and essential, component of any teacher education programme.There are two modes for the delivery of teacher education: pre-service, that involves full timeacademic study in a tertiary institution and the field-based model, where those in an early childhoodworkplace context participate in academic study on a weekly basis. Student teachers in field-basedprogrammes have the opportunity to use their teaching practice experiences to regularly applypedagogical theory and course learning to assist them to develop as a skillful, knowledgeable andreflective teacher (Bell, 2004). They are supported through this process by a Mentoring Teacher,Associate Teacher.