ENHANCING TEACHER TRAINING THROUGH THE 4+2 PRACTICE SYSTEM: A COLLABORATIVE APPROACH FOR PROFESSIONAL COMPETENCY DEVELOPMENT

Abstract

The modern education system prioritizes the development of highly qualified teachers capable of effectively addressing real-world classroom challenges. This study explores the implementation of the 4+2 practice system, where student-teachers dedicate four days to theoretical learning and two days to practical training in authentic educational settings. By integrating a collaborative approach, this system fosters teamwork, strengthens interpersonal interactions, and enhances problem-solving skills, preparing future educators for the demands of contemporary education. The research highlights the system's alignment with global and national educational policies, emphasizing innovative methodologies and digital technology integration. Drawing on empirical data from pedagogical institutes in Uzbekistan, this paper evaluates the effectiveness of the 4+2 system in improving professional competencies and its potential for broader application in teacher training programs worldwide.