USING INTERNATIONAL ASSESSMENT PROGRAMS TO DEVELOP THE PROFESSIONAL COMPETENCIES OF PROSPECTIVE PHYSICS TEACHERS

Today, one of the priority directions of the modern education system is to develop the professional competencies of future physics teachers in line with international standards. The complexity of the subject of physics, The need to integrate theoretical and experimental thinking requires teachers not only to possess knowledge of physics but also to be skilled in modern pedagogical technologies, assessment systems, and in fostering scientific thinking in students. In light of this, there is a need to teach international assessment programs such as PISA, TIMSS, PIRLS, and TALIS in higher education institutions that train future physics teachers. In carrying out these tasks, higher education institutions that train prospective physics teachers must update their curricula, course programs, and syllabi, and develop new-generation textbooks based on analytical results obtained from international assessment programs. This enables linking scientific and theoretical knowledge with practice, strengthening assessment competencies, and developing personal pedagogical skills based on the principles of educational effectiveness, coherence, and a competency-based approach. Taking these into account, in accordance with the decree of the President of the Republic of Uzbekistan [1], to define the priority directions for the systematic reform of general secondary and out-of-school education, with the aim of qualitatively elevating the spiritual, moral, and intellectual development of the growing younger generation and introducing innovative forms and methods of education into the teaching and upbringing process, to achieve the Republic of Uzbekistan's entry into the world's top 30 leading countries in the PISA international program rankings by 2030, and based on organizing international research in the field of educational quality assessment within the public education system, o tasks have been set to create a national system for assessing educational quality, aimed at evaluating students' literacy levels in reading, mathematics, and science.