Volume 04 Issue 08-2024
165
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In order to acquire pedagogical skills, cognitive mastering of the technologies of educational implementation and
didactic laws is required. This allows future teachers to show logical thinking and creative activity, analyze pedagogical
events, see existing problems, evaluate and correct the gaps that have arisen. As a result of cognitive assimilation of
knowledge, future teachers will have the opportunity to achieve professional skills - acme. This article is devoted to
the development of creativity, research, and divergent thinking in future teachers based on the cognitive approach.
KEYWORDS
Cognitive education, cognitive environment, cognitive approach, modern media environment, digital education
system, acquiring a chain of pedagogical-psychological knowledge, directing students to a creative environment,
research, divergent thinking, professional creativity.
INTRODUCTION
The word cognitive is derived from the English (Latin)
word "cognize", which means to know, understand,
understand and think, or "cognition" - to know, to
understand. On the other hand, cognitive activity is a
phenomenon related to a person's direct perception
and feeling of reality.
According to researcher Z. Aslanov, sensory
perception prepares the ground for the formation of
Research Article
FACTORS, PRINCIPLES OF PROFESSIONAL CREATIVITY DEVELOPMENT
IN FUTURE TEACHERS BASED ON COGNITIVE APPROACH
Submission Date:
Aug 09, 2024,
Accepted Date:
Aug 14, 2024,
Published Date:
Aug 19, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue08-12
Ibragimova Feruza Xolboevna
Doctoral student (DSc) at the Scientific Research Institute of Pedagogical Sciences named after T.N. Kari Niyazi,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 08-2024
166
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the symbol of this part of reality in thinking. Therefore,
we think that in the modern media environment, a
"subject-object relationship" based on the mutual
opposition of the performer of cognitive activity, i.e.,
the subject, and the object of this activity, appears in
the process of perceiving the reality associated with
the symbol of the region, its image.
According to L.V. Akhmetova, cognitive education is
not a combination of various techniques, learning
methods, but a dynamic system based on the
biopsychosocial organization model of the individual.
Such an educational system not only uses intellectual
cognitive mechanisms implemented in traditional
teaching methods aimed at developing students'
reflective activity and forming intellectual skills
necessary for solving educational problems, as well as
sensory-emotional-perceptual channels of various
modalities.
According to A.P. Shevchik and A.A. Musaev, "a
distinctive feature of the cognitive education model is
a fundamentally different orientation of the
educational process itself. The traditional education
system is synonymous with the process of transferring
and accumulating knowledge from generation to
generation. The vector of the educational process for
the cognitive paradigm is the formation of creative
intelligence that creates new knowledge At the same
time, the collection and primary processing is carried
out by an auxiliary external service, in which computers
and network technologies play a role 10].
Focusing on the basis of cognition, it is not limited to
the theory of knowledge in philosophy. In today's era,
cognition is directly penetrating into ICT - robotics and
artificial intelligence, defense and security -
implementation of cognitive technologies, medicine -
pharmaceuticals,
psychotherapy
and
neurovisualization, and several other fields. In our
opinion, it is not an exaggeration to say that in the next
10-15 years there will be only one aspect of cognitive
technologies that has not been introduced.
Taking into account the effectiveness and importance
of education, issues related to the determination of the
essence and specific features of the formation of
educational and cognitive competencies of future
pedagogues in the field of pedagogy and the
identification of pedagogical potential in its formation,
as well as pedagogical conditions that ensure the
effective functioning of the model of the formation of
educational and cognitive competencies of future
pedagogues in the work process - we emphasize that
the conditions are not sufficiently studied.
The analysis of scientific literature and the results of
our own research allowed us to identify the following
list of conflicts:
the necessity of the state and society's need for
pedagogical staff who can independently acquire new
Volume 04 Issue 08-2024
167
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge, effectively apply it in practice, and who can
adequately develop the theoretical basis for improving
the educational cognitive competence of future
pedagogues in the field of pedagogy;
the lack of educational and cognitive activity of future
pedagogues and the lack of comprehensive content,
procedural provision, as well as the need to master the
criteria-diagnostic means of its formation;
the necessity of improving the competence of future
pedagogues in educational and cognitive activity and
increasing the efficiency of their independent work
capacity in terms of adequate development of
pedagogical conditions.
Having clarified that educational and cognitive
competence is one of the main competences that a
future teacher should have, the meaning of such
concepts
as
"fixed",
"changing",
"targeted",
"systematic", "diagnostic" has been revealed, to help
future pedagogues to develop their educational and
cognitive activities. The priority areas of the
implementation of the competence approach,
pedagogical-psychological features are clarified, the
pedagogical conditions are developed for the effective
functioning of the module for the formation of
educational and cognitive competence of future
teachers in the process of independent work.
For example, the didactic tools, methods and methods
of developing the professional training of future
teachers, teaching them in-depth specialized subjects,
creating the necessary conditions for them to acquire
pedagogical skills, cognitive acquisition of professional
knowledge and the formation of competence to apply
it in their practical activities have been updated. During
the educational process, educational modules such as
"Teaching methodology", "Pedagogy-psychology",
"Theory of education" were enriched based on new
approaches. Particular attention was paid to the future
teacher's mental health, healthy thinking and
worldview, to study with special interest the secrets of
professional skills.
It is also necessary for future teachers to love students
on the basis of cognitive acquisition of professional
knowledge, to be inclined to work with them, open to
communication, polite, observant, independent-
minded, and demanding. Future teachers with such
professional qualities and knowledge will be able to
raise the educational process to a new level of quality
in the future.
As a result of studying pedagogical and psychological
sciences, the future teacher realizes that each student
has a unique behavior. In the process of acquiring the
pedagogic profession, future teachers should learn the
unique characteristics of students and follow them in
the process of their activities.
Students who are preparing for pedagogical activity
are required to possess all the qualities characteristic
Volume 04 Issue 08-2024
168
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of the teaching profession. For this, it is necessary to
determine whether they have pedagogic ability and
talent in the selection of students in higher educational
institutions of pedagogy using various methods. In this
regard, the training of future teachers is a multifaceted
process, in which basic competencies take the leading
place, the most important of which is the improvement
of pedagogical mechanisms in the development of
educational and cognitive competence.
Independent work plays a special role in their
formation, which directs future teachers not only to
focus
on
independent
thinking,
independent
performance of educational and cognitive activities,
depending on the amount of information received, but
also to develop the ability to problematize the studied
educational materials, which in turn helps future
teachers to solve important tasks of professional
activity allows to do. According to the analysis of
educational practice and the results of our
independent work, future teachers can repeat the
educational material, answer specific questions, and
have the ability to act according to the algorithm.
The given situation in solving typical problems shows
the ability to understand, analyze and generalize the
personal and professional meaning of the completed
educational task and the ability of future teachers to
train. Implementation, presentation, problematization
of education, rational communication and defense of
one's point of view, implementation of mobility in
solving operational standard and non-standard tasks
that arise during interaction in a specific situation,
showing
interest,
demonstrating
a
deep
understanding of personal and professional meanings.
is one of the tasks performed.
Based on the above, it should be noted that it creates
a comfortable basis for future teachers' cognitive
assimilation of professional knowledge and their
creative skills in their future activities. Today, large-
scale reforms are being carried out in the field of
teacher training and raising teacher activity to a new
level of quality in schools of general secondary
education.
Achieving the goals set for the general secondary
education system, expanding students' creative and
logical thinking capabilities, educating them as
educated, polite, faithful, hardworking, well-rounded
people depends on the teacher's professional skills. In
recent years, a lot of work has been done in the field of
modernization of higher pedagogical education.
The specific characteristics of the teacher's profession
are expressed in his professionogram, and the
qualification
requirements
are
determined
accordingly. As a result of cognitive acquisition of
professional knowledge, future teachers should have
the following qualities:
- requirements for the future teacher's mental and
pedagogical training;
Volume 04 Issue 08-2024
169
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
- requirements for the teacher's spiritual and moral
qualities;
- requirements for the content and scope of
professional training;
- such as the requirements for methodical preparation
of the future teacher for the specialty. As a result of
cognitive acquisition of knowledge, future teachers
will acquire a number of qualities characteristic of the
teaching profession.
a) in the political-ideological direction: - clear and
scientific outlook, possession of religious beliefs; -
realizing his social needs, moral position; - socially
active attitude towards social reality; - such as having a
civil position.
b) in professional direction:
- have pedagogical thinking;
- able to cooperate with students and understand
them;
- able to demonstrate the qualities of pedagogical
intelligence and observation;
- have pedagogical sophistication; - able to
communicate and establish dialogue with students;
- breadth of pedagogical ideas; - able to demonstrate
organizational skills;
- ability to demonstrate the qualities of objectivity,
tolerance, demandingness, negativity;
- promptness, persistence towards a specific goal;
- striving to apply the innovations of his activity;
- that they understood the social order placed before
the general secondary education system and its
essence;
- possessing the ability to manage an educational
institution and a group of students;
- that they have the ability to develop professionally
and receive news quickly;
- such as having motivations for independent learning
and self-development.
The formation of educational and cognitive
competence of future teachers in the educational
process is provided by the use of various types of
competence-oriented
educational
tasks:
fixed,
variable, targeted in the classroom and extracurricular
activities, as well as the stages of their implementation:
- analysis of the educational task, - search for the best
way to perform it , - direct work with the task, -
correction and verification, - the need to form the
result of the completed task in individual (exercises,
lectures, presentations, etc.) forms, reflexive
(explanation, essay, case-study, dispute, etc.), project
forms; (training, social tests, educational projects,
Volume 04 Issue 08-2024
170
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
165-170
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
"brainstorming"), business home; (consultation,
motivation, analysis of pedagogical situations) is
significant due to the development of methods.
CONCLUSION
It is worth concluding that, relying on the above points,
we also improve the pedagogical mechanisms for the
development
of
educational
and
cognitive
competencies of future teachers in the educational
process - the content of the composition of special
competencies related to the general professional,
concrete activity process in students of pedagogical
higher educational institutions aimed at organizing
high-level educational and cognitive activity, We
conclude that it is the process of improving
competences,
creating
factors,
creating
and
modernizing organizational and diagnostic conditions.
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