ENHANCING THE MORAL AND ETHICAL QUALITIES OF FUTURE TEACHERS BASED ON PHILOSOPHICAL CATEGORIES: EXPERIMENTAL RESEARCH

dc.contributor.author	Kurbanov Elyor Ermamatovich
dc.date.accessioned	2025-12-29T13:42:06Z
dc.date.issued	2025-03-29
dc.description.abstract	This article explores the role of philosophical categories in improving the moral and ethical qualities of future teachers. The study presents the results of experimental research conducted to assess the effectiveness of philosophical principles in teacher training programs. The findings demonstrate how philosophical concepts can contribute to the formation of professional ethics, responsibility, and a sense of social duty among prospective educators.
dc.format	application/pdf
dc.identifier.uri	https://webofjournals.com/index.php/12/article/view/3735
dc.identifier.uri	https://asianeducationindex.com/handle/123456789/20588
dc.language.iso	eng
dc.publisher	Web of Journals Publishing
dc.relation	https://webofjournals.com/index.php/12/article/view/3735/3694
dc.rights	https://creativecommons.org/licenses/by-nc-nd/4.0
dc.source	Web of Scientists and Scholars: Journal of Multidisciplinary Research; Vol. 3 No. 3 (2025): WOSS; 174-177
dc.source	2938-3811
dc.subject	Philosophical categories, teacher education, moral qualities, ethical responsibility, experimental research, ethical dilemmas, interdisciplinary approach.
dc.title	ENHANCING THE MORAL AND ETHICAL QUALITIES OF FUTURE TEACHERS BASED ON PHILOSOPHICAL CATEGORIES: EXPERIMENTAL RESEARCH
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Peer-reviewed Article

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