BRIDGING THEORY AND PRACTICE: UNDERSTANDING THE DYNAMICS OF LEARNING THEORIES AND TEACHING APPROACHES
Keywords:
Theories of learning, Teaching approaches, Constructivism, Sociocultural theory, Behaviorism, Language education, Uzbekistan classroom, Educational policies, Teacher beliefs, Cultural context, Resource availability, Foreign language teaching, Learning outcomes, Teaching methods, Alignment, Effective teaching practices, Learning needs, Teacher training, Classroom strategies, Educational contextAbstract
This article delves into the complex relationship between theories of learning and teaching approaches, specifically within Uzbekistan's classrooms. Theoretical frameworks like constructivism, sociocultural theory, and behaviorism influence teaching methods, impacting language education. Constructivism promotes active knowledge construction, sociocultural methods emphasize social interactions, and behaviorism relies on reinforcement. Despite their strengths, these approaches have limitations. Various factors, including cultural context, educational policies, teacher beliefs, and resource availability, shape this relationship in Uzbekistan. Understanding these influences is crucial for improving the effectiveness of foreign language teaching in the country's classrooms.
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