MUSEUM PEDAGOGY AS A TOOL FOR DEVELOPING SOURCE-CRITICAL AND INTERPRETATIVE SKILLS IN PRE-SERVICE HISTORY TEACHERS

This study examines the impact of museum pedagogy on the development of source-critical and interpretative skills among pre-service history teachers in Uzbekistan. Using a quasi-experimental design, participants were divided into an experimental group, participating in structured museum pedagogy sessions, and a control group, receiving traditional lecture-based instruction. Data were collected through assessments and reflective journals. Quantitative analysis showed that participants in the experimental group demonstrated notable improvement in their ability to critically analyze historical sources and interpret artifacts, while qualitative findings indicated enhanced engagement, critical thinking, and interpretative reasoning. The results suggest that integrating museum pedagogy into history teacher education can effectively foster historical thinking and pedagogical competencies in future educators.