Toshkent davlat pedagogika universiteti ilmiy axborotlari 2020/1(22) issn 2181-9580

TOSHKENT DAVLAT PEDAGOGIKA UNIVERSITETI ILMIY AXBOROTLARI
2020/1(22) 
manager who did not aware of the specific story, sometimes, misunderstood the 
department who handled the situation in advance without provoking any problem was 
not doing the work properly, and concluded the department deserved to leave the site 
earlier.
11) Decision-making to terminate work
The last overseas business with the company was Kazakhstan branch office 
covering neighboring countries. The seeds sown by my predecessor have come to 
fruition, and Uzbekistan power plant has been awarded. In preparation for the 
contract negotiation, I discussed all variables with professionals such as lawyer and 
tax specialist etc., and succeeded in finalizing contract mutually beneficial for all the 
concerned parties.
I contributed to organize initial mobilization team, which is the most important 
in the design and construction, and discovered and utilized the best competitive 
logistics company newly which was unknown to the head office.
As the work stabilized, and as the organization of the head office was changed, 
I was asked to return without prior discussion. I decided to terminate work with 
company and start another life. As a full-time learner, I started to share my 
knowledge and idea in university. I am living a life where work, life, and research 
become one.
5. Proposed models to improve BA students’ professional competencies 
1) TPACK (Technological Pedagogical Content Knowledge) Model
In order to improve the competencies necessary for BA students in the digital 
age, we had better apply this model considering management-education-technology 
together. 
TPACK model “provides a framework for identifying the teacher knowledge 
required to integrate technology effectively within the complexities of the larger 
context of teaching. In TPACK, Technological Knowledge (TK), is most effective 
when it is combined with deep Content Knowledge (CK, curriculum subject matter) 
and Pedagogical Knowledge (PK, teaching strategies and knowledge of the learner). 
While the intersection of CK and PK is largely understood to be at the heart of 
effective teaching, adding TK into the mix provides an effective filter for teachers to 
really examine the way that they think about technology integration.
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” 
“There are also three intersections between Technology and Pedagogy 
Knowledge (TPK), Pedagogy and Content Knowledge (PCK) and Technology and 
Content Knowledge (TCK). TPK represent the knowledge of how to integrate 
technology as a part of teaching strategy. PCK is about knowing the appropriate 
methodology to teach a certain content. TCK is about how technology influences the 
specific subject area.
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”
PCK is a model that can be thought in traditional education and TPK in 
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Zakaria, F. (2015). In Defense of a Liberal Education. W. W. Norton & Company. 
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Babakhodjaeva, L. and Volkova, E. (2018). First steps in implementing blended learning at Westminster International University 
in Tashkent. In: Geissler, G., and Skala, F.-K., eds. Teaching and learning at Universities-promoting good teaching to promote good 
learning in a changing society. Vienna: Erasmus+, 201–209. 

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