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PEDAGOGICAL APPROACHES TO DEVELOPING PROFESSIONAL
COMPETENCIES OF FUTURE PRIMARY SCHOOL TEACHERS IN A
DIGITAL LEARNING ENVIRONMENT
Dildora Shuhrat qizi Zikirova
PhD Candidate, Department of
Pedagogy and Psychology, T.D.T.U
https://doi.org/10.5281/zenodo.15636725
Abstract:
This article discusses one of the most pressing issues today—the
development of professional competencies of future primary school teachers in
a digital learning environment. The paper presents the methodology for
developing the professional competencies of primary school teachers and
discusses the role of the digital learning environment in this development.
Keywords:
Digital technology, competence, competency, digital education,
pedagogical characteristics, information and communication technologies (ICT),
development of professional competencies, pedagogical approaches
Аннотация:
В данной статье рассматривается методика развития
профессиональных компетенций будущих учителей начальных классов в
цифровой образовательной среде, что является одной из наиболее
актуальных проблем на сегодняшний день. Также освещена роль
цифровой образовательной среды в процессе развития профессиональных
компетенций будущих учителей начальных классов.
Ключевые
слова:
Цифровые
технологии,
компетентность,
компетенция, цифровое образование, педагогические особенности,
информационно-коммуникационные
технологии
(ИКТ),
развитие
профессиональных компетенций, педагогический подход.
Annotatsiya:
Mazkur maqolada hozirgi kunda eng dolzarb masalalardan
biri hisoblangan raqamli taʼlim muhitida bo‘lajak boshlang‘ich sinf
o‘qituvchilarining kasbiy kompetentsiyalarini rivojlantirish metodikasi yoritilib
bo‘lajak boshlang‘ich sinf o‘qituvchilarning kasbiy kompetinsiyalarni
rivojlantirishda raqamli ta’lim muhitining o’rni haqida bayon qilingan.
Kalit so’zlar:
Raqamli texnologiya, kompetentlik, kompetensiya, raqamli
ta’lim, pedagogik xususiyat, axborot-kommunikatsiya texnologiyalari (AKT),
kasbiy kompetensiyalarni rivojlantirish, pedagogik yondashuv
Currently, the issue of improving the quality of education and training
qualified personnel holds special significance in higher education
institutions worldwide.
The international education concept adopted by
UNESCO for the year 2030 defines "creating opportunities for quality education
throughout life" as a key task, which has further strengthened the need to
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enhance methods for providing quality education, improving assessment of
learning outcomes, and widely utilizing effective methods to develop students'
intellectual levels. In Europe, the implementation of teaching systems aims to
develop students' abilities, use didactic, creative, integrative, professional, and
practical knowledge effectively, and integrate digital technologies into practice
through scientific research.
The approval and effective implementation of the "Digital Uzbekistan —
2030" strategy highlights the priority direction of teaching and professional
development in information technology. This includes scientific work on
developing robotics systems, creating algorithms for human-computer
interaction, improving data transmission network infrastructures, enhancing
embedded sensors and sensor networks, and implementing various models for
providing "cloud" services through software development.
The strategy envisions the application of national workforce qualification
improvement mechanisms in the field of digitalization in cooperation with
international corporations' centers.
There is an emphasis on further improving electronic learning resources for
preschool, secondary, and higher education systems, as well as ensuring the use
of both domestic and global educational resources.
The strategy also focuses on developing human capital, including the
expansion of specialized education, popularizing IT professions, improving
institutional conditions for IT enterprises, and reducing administrative barriers.
It also aims to use social media to regularly conduct educational campaigns
on topics that help solve life-critical problems, enhance education, job searching,
and foster entrepreneurship.
The strategy calls for the development of a reserve of professional staff in
information technology, including management staff.
Moreover, there is a focus on implementing innovative educational
programs related to digital transformation and new technologies in the school
and preschool education systems.
Currently, every educational institution must focus on developing a
digital learning environment.
A digital learning environment is a set of
conditions created to implement primary, basic, and secondary general
education programs through the use of e-learning and distance learning
technologies. It includes the operation of the electronic information-educational
environment, electronic educational resources and services, digital educational
content, information and communication technologies (ICT), and technical tools.
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These conditions allow students to fully absorb educational programs regardless
of their location. Today, the demand for digital learning environments is
growing, and digital technologies are taking a central place in education. This is
especially important in primary education, where the professional competencies
of educators who use modern technologies are of great significance. The digital
learning environment is not only an information-rich space but also an essential
factor in guiding pedagogical activities in accordance with the demands of the
time.
In developing their professional competencies, future primary school
teachers rely heavily on the digital learning environment. Studies of educational
content used in foreign countries show that, in Western countries, the primary
focus is on the competency level of specialists. According to the national
education system of our country, the minimum requirements for educational
content are based on knowledge, skills, and competencies. If we analyze the
etymology of the terms "competent" and "competency," we can understand that
they were not arbitrarily developed. Competency does not refer to the
acquisition of specific knowledge and skills, but rather the assimilation of
integrative knowledge and actions in each independent area. From the
perspective of the professional preparedness of graduates, competency refers to
the ability to appropriately apply a set of knowledge, skills, and methods in
specific situations.
Competency
refers to the acquisition of the knowledge, skills, and abilities
necessary for carrying out professional activities of personal and social
significance, as well as the ability to apply them in professional practice.
Here, the essence of the concept of "competency" is fully explained, and it
manifests in two forms: competency as a set of personal qualities of students
and as the foundational requirements of the professional field. The content of
education is grouped in the curriculum into subject blocks (for all subjects),
interdisciplinary blocks (for sets of subjects), and subject-specific blocks (for
specific subjects). As a result, we can identify three levels of competency:
Basic competency
(according to the humanitarian and socio-economic
content of education);
Interdisciplinary competency
(according to the scope of the academic
subjects and educational blocks for general vocational preparation);
Subject-specific competency
(based on specific knowledge and skills
within
a
particular
academic
field).
Basic competency is determined at each level of higher pedagogical education
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according to educational blocks and subject-specific courses. When establishing
the structure of basic competency, the essence of social and personal experience
in accordance with the main goals of professional pedagogical education, as well
as the core types of competencies that enable the acquisition of life skills in the
process of organizing professional activities within society, plays a significant
role.
It should be emphasized that the primary task of university teachers is to create
pedagogical-psychological conditions that facilitate the gradual development of
students' professional competencies, as well as the stabilization, enrichment,
and transfer of these competencies through mechanisms for managing this
process.
The stages of implementing these competencies are as follows:
The teacher manages the student's activities;
Professional competency work mechanisms are jointly managed by both
the teacher and the student;
In the self-development of future specialists, digital technology and the
digital environment play a significant role.
From the perspective of developing the professional competencies of future
primary school teachers, it is crucial to identify effective digital technologies, use
the
best
ones,
and
implement
practical
applications.
When education is delivered through digital technologies, it makes learning
methods easier for students. In this process, the role of educational tools such as
multimedia, projectors, computers, laptops, internet-connected televisions,
phone lines, smart boards, and various tests becomes central, easing the work
process. Using these tools in teaching sessions ensures the improvement of
educational quality. The use of digital technologies in online lessons is widely
recognized to yield positive results.
For future primary school teachers, the following competencies are
important:
Pedagogical competence
: skills in didactic methods and organizing the
learning process.
Digital competence
: the ability to use ICT tools, create and assess digital
resources.
Communicative competence
: effective communication skills and
creating a healthy psychological atmosphere in the classroom.
Innovative competence
: implementing new approaches and
technologies.
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Ways to develop competencies in the digital learning environment:
Virtual laboratories and platforms: Moodle, Google Classroom, Khan
Academy, Zoom.
Working on self-improvement through online methodological guides and
webinars.
Forming skills for teaching using multimedia textbooks and digital
resources.
Using artificial intelligence in education:
analyzing students' achievements
and creating individualized approaches.
Pedagogical approaches
are a system of theoretical and practical
perspectives used to organize the educational process. They consist of the
methods, tools, and principles chosen to help students acquire knowledge,
develop, and grow. Pedagogical approaches differ based on various goals and
objectives.
Constructivist approach
: creating opportunities for students to form
knowledge independently.
Active learning methods
: clustering, brainstorming, project-based
learning, gamification.
Individualized approach
: adapting education to each student's abilities
and needs.
Integrative approach
: promoting interdisciplinary connections, where
students combine knowledge from various subjects and work in a complex
approach.
Collaborative learning approach
: students work together in groups to
solve problems, with the teacher acting as a guide and assistant.
Activity-based approach
: knowledge is acquired through practical
activities, where the student must be actively involved, and learning occurs
through projects and problem-solving tasks.
Each of these approaches must be implemented effectively to achieve
success.
Currently, it is difficult for future primary school teachers to achieve high
competencies without a digital learning environment. Students who come to
school from play-based activities must use various didactic videos and digital
technologies to stimulate their love for knowledge and enhance their logical
thinking. It is essential to incorporate interesting information tools that increase
their intellectual curiosity. As future primary school teachers develop their
professional competencies, digital education technologies will play a leading
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role. The digital learning environment will create new opportunities for the
professional growth of future primary school teachers.
Pedagogical approaches not only enhance technological competencies but
also personal and communicative competencies. Educational institutions must
strengthen their methodological support based on digital tools.
References:
1.
The Law of the Republic of Uzbekistan on Education, No. O'RQ-637, dated
September 23, 2020.
2.
Decree of the President of the Republic of Uzbekistan, No. PQ-289, dated
June 21, 2022.
3.
M.T. Ahmedova, “Pedagogical Competence” Methodological Guide,
Tashkent, 2018, 80 pages.
4.
B. Khodjayev, “Theory and Practice of General Pedagogy” Textbook,
Tashkent: “Sano-Standard” Publishing House, 2017, 416 pages.
5.
U. Fayziyeva, N. Jumayev, “General Psychology” Educational Guide,
Bukhara, 2021, 200 pages.
6.
B.E. Karimova, B.N. Qurbonova, “Creative Pedagogy” Educational Guide,
2023, 316 pages.
7.
G.A. Muqumova, “General Psychology” Educational Guide, 2023, 65 pages.
8.
R. Mavlyanova, N. Rakhmankulova, “Primary Education Pedagogy,
Innovation, and Integration” Tashkent: Voris Publishing House, 2013, 240 pages.
9.
E.P. Pukinskaya, “Psychological Relations Between Primary School
Teachers and Students” 2018, 180 pages.
