American Journal Of Social Sciences And Humanity Research
29
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue05 2025
PAGE NO.
29-31
10.37547/ajsshr/Volume05Issue05-08
Professional Training of Future Teachers on The Basis of
Folk Music
Rakhimova Aziza Egambergan qizi
Independent researcher at the Urgench State Pedagogical Institute, Uzbekistan
Received:
09 March 2025;
Accepted:
05 April 2025;
Published:
08 May 2025
Abstract:
This article analyzes the content and essence of forming the professional training of future teachers on
the basis of national musical heritage, in particular folk music. The possibilities of forming aesthetic taste, creative
thinking, and respect for cultural and national values in the teacher's personality in the pedagogical process
through folk oral traditional music - melodies, songs, epics, and termas are highlighted. The article describes
effective methodological approaches to using folk music samples in the educational process, innovative teaching
technologies, and competency-based approaches. According to the results of the study, the process of
professional training based on folk music is an important factor in increasing the musical and pedagogical potential
of future teachers, strengthening their sense of national identity, and loyalty to cultural heritage.
Keywords:
Folk music, professional training, national values, musical heritage, aesthetic education, creative
competence, cultural identity.
Introduction:
One of the urgent tasks facing the
modern education system is to organize the
professional training of future pedagogical personnel at
a high level, to develop their socio-cultural and
aesthetic competencies. In this process, the
widespread use of the educational and educational
potential of national cultural heritage, especially folk
music, is emerging as an important methodological
basis. Musical genres within the framework of folk oral
traditional creativity - songs, termas, epics, lapar and
melodies - emdiv the historical memory of the
people, moral and normative values, aesthetic
worldview, and through them the opportunity arises to
form cultural consciousness, national identity and
musical understanding in the personality of the
teacher. In today's globalization, the need to educate
the younger generation on the basis of national ideas,
historical memory, cultural identity is increasing. This,
in turn, requires not only limiting the essence of the
teaching profession to imparting knowledge, but also
effectively using aesthetic, moral and cultural means in
pedagogical activities. Folk music is one of the richest
and most educationally effective sources of these
means.
Scientific research has especially recognized the
influence of folk music on personal development, its
socio-psychological and didactic potential. However, a
systematic model, methodological approaches and
innovative technologies for the professional training of
future teachers based on folk music have not yet been
fully developed. Therefore, this article aims to reveal
the theoretical and methodological foundations of the
professional training of future teachers based on folk
music, thereby highlighting the issues of developing
their pedagogical potential, musical and aesthetic
outlook and cultural reflection.
METHODOLOGY
In order to deeply and systematically study the process
of professional training of future teachers based on folk
music, it is necessary to rely on a complex
methodological framework that combines modern
pedagogical
and
musical
and
methodological
approaches. The idea put forward in the study is to
consider folk music not only as a means of
understanding national identity, but also as an active
methodological resource in professional formation. In
this regard, the methodological approach is centered
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
on the concepts of a person-centered approach,
competence-based
development
and
cultural
integration.
First of all, the person-oriented approach provides an
individual approach in the teacher training system.
Through folk music, the student's internal needs,
aesthetic taste, and attitude to national values develop.
This, in turn, gives a deep spiritual content to
pedagogical activity. Methodologically, this approach
serves to form expressiveness, didactic approaches,
and musical interpretation potential in teaching
through folk songs, epics, and melodies.
The second important methodological basis is the
educational process based on the paradigm of
competencies. A future teacher working as a music
teacher should not only be able to perform or analyze
music, but also be able to instill it in students in an
educational and educational way. Therefore, in this
study, the identification of a set of professional
competencies based on folk music creativity and the
development of mechanisms for their gradual
formation are considered a priority methodological
task.
The third approach is the cultural integration approach,
which serves to form a musical-cultural mindset in a
future teacher by integrating folk music into modern
curricula and highlighting its interrelationship with
other disciplines - history, literature, art. This, in turn,
allows for the creation of an integrated educational
model and the development of creative thinking.
In the research process, scientific observation,
pedagogical experiment, content analysis, comparative
analysis, diagnostic questionnaires, as well as practical
tests on the implementation of folk music samples in
the educational process were used as the main
methods. These approaches determine not only the
theoretical foundations, but also the level of their
effectiveness in the real educational process. Thus, the
methodology for professional training of future
teachers based on folk music requires a deeply
mastered
national-musical
context,
didactic
systematicity and a combination of modern
pedagogical technologies. This is a methodological
guarantee of training pedagogical personnel at a high
level not only musically, but also culturally and
spiritually.
Literature analysis (review)
The issue of professional training of future teachers
based on folk music has been the focus of many
pedagogical, musicological and cultural studies studies.
The analysis of scientific literature on this topic sheds
light on the educational and educational significance of
folk music, its role in the formation of musical
competencies, and the dynamics of the development of
methodological approaches.
First of all, pedagogical literature emphasizes the need
to form the personality of a teacher based on national
and spiritual values, ideas on the implementation of
aesthetic education through folk music (A. Avloni[1;
160], Kh. Usmonov[10; 248]). In particular, A. Avloni in
his work "Turkish Rose or Morality"[1; 160] emphasizes
the role of folk art in the education of young people and
sees musical culture as an educational tool.
Musicological sources (O. Matyokubov[7; 224], S.
Nematov[8; 180], G. Ahmedova[2; 192]) analyze the
historical roots of folk music genres, their socio-
spiritual functions, and expressive means. For example,
O. Matyokubov deeply analyzes the importance of folk
songs in expressing the national spirit and gives
recommendations for their implementation in the
modern educational process.
In modern foreign literature (D. Elliott[5; 320], L.
Bresler[4; 240], V. Campbell[6; 232]) the organization
of music education based on the competency approach
and the role of folk music in the formation of personal
and cultural identity are widely covered. D. Elliott
emphasizes the need to teach music through activity
and experience, and shows the integration of folk music
into pedagogical activity as an effective approach. Also,
I. Flerina's theories based on the sociocultural
approach put forward the ideas of influencing the
socio-cultural development of the individual by
introducing folk music into education. These
theoretical foundations create the basis for accepting
folk music not only as a cultural heritage, but also as an
educational resource. It is worth noting that in national
and foreign sources there has not yet been a
sufficiently systematic study of the methodological
organization of pedagogical training based on folk
music. The existing literature is mainly focused on
highlighting individual areas - the uniqueness of folk
music genres, their educational aspects or their
potential for use in music education, and a complex,
integrated methodological model has not been
developed on their basis. This article is significant in
that it aims to fill this scientific gap, to develop
theoretical and methodological foundations that serve
to form the professional competencies of future
teachers through folk music on the basis of an analysis
of existing literary sources.
DISCUSSION
Professional training of future teachers based on folk
music involves not only acquiring musical knowledge,
but also developing the ability to understand the
national-cultural heritage, form an attitude towards it
and effectively use it in pedagogical activities. If this
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
approach is analyzed in depth, it embodies a
multifaceted social, aesthetic and didactic significance.
At a time when today's educational process requires a
personally
oriented,
competency-based
developmental methodology rather than simply
imparting academic knowledge, folk music creation is
capable of embracing these requirements.
Folk music, by its very nature, is a unique phenomenon
that embodies socio-historical memory and preserves
cultural continuity between generations. Therefore, it
is a pedagogically high educational resource, especially
playing an invaluable role in the spiritual and moral
formation of students preparing for the teaching
profession. The student's awareness of his national
identity through folk melodies, epics and songs, in turn,
leads to the emergence of deep internal motivation in
the process of his professional development. It is this
internal motivation that ensures his formation as an
active, selfless and loyal teacher in the future.
Another important aspect should be noted in the
discussion: professional training on the basis of folk
music is not limited to musical education. It means a
deep immersion of the teacher in the aesthetic values,
historical culture, system of symbols and images, and
philosophy of oral creativity of his people. In this
regard, such a training process develops the student's
cultural reflection, that is, the ability to perceive and
express himself in the context of culture. This is an
important step in one of the main tasks of 21st century
education - the upbringing of an independent,
conscious person with his own thoughts and values.
However, practical observations show that in higher
pedagogical education, the full study of folk music and
its effective integration into the educational process
have not yet been sufficiently systematized. In most
cases, folk music samples are approached only at the
cultural-introductory level, and their pedagogical
potential is not fully revealed. Therefore, in the process
of professional training based on folk music, it is
necessary to further develop methodological tools,
integrated lesson modules, and practical training
forms. Professional training based on folk music is a
comprehensive educational process that allows a
teacher to become not only a qualified specialist in
music, but also a creative and responsible pedagogical
person who is loyal to the culture of his people, has a
high aesthetic taste, is attentive to cultural
monuments, and is creative and responsible. This fully
corresponds to the humanistic, spiritual, and
competency-based directions of modern education.
CONCLUSION
Based on the above analysis and discussion, it can be
concluded that professional training of future teachers
based on folk music is one of the important and
relevant directions of the modern pedagogical
educational process. Folk music is not only a means of
aesthetic education, but also a powerful educational
resource that allows for the awareness of national
identity, the formation of a spirit of respect for cultural
heritage, and the deepening of professional
competencies. It was also found that the effectiveness
of education can be increased by systematically and
integratedly incorporating the didactic potential of folk
music into curricula, updating methodological
approaches, and implementing innovative pedagogical
technologies.
In conclusion, it can be said that the professional
training of future teachers on the basis of folk music
creativity should be considered an important factor in
the formation of highly qualified pedagogical
individuals who meet modern requirements based on
national values. Research, practice, and innovations in
this area are of decisive importance in bringing the
quality of pedagogical education to a new level.
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