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International scientific-online conference
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CAREER GUIDANCE FOR PRIMARY SCHOOL STUDENTS THROUGH
TECHNOLOGY LESSONS
Mirsaidova Mubarak Karimova
Uzbekistan-Finland Pedagogical Institute
Faculty of preschool and primary education
Teacher of the "Primary Education" department
https://doi.org/10.5281/zenodo.14131378
Abstract
Among the ways to introduce students to the world of labor and professions,
the subject of "Technology" plays an important role. This article discusses
improving the methodology of technology education to strengthen the material
base of the subject, enhance the connection between the school and the
surrounding industries and agriculture, organize socially useful and productive
labor, increase its educational and economic effectiveness, and integrate it with
teaching in order to improve the preparation of students for work.
Keywords:
professional competence, production, career guidance,
primary education.
The changes occurring in the education sector of the Republic of
Uzbekistan are being recognized globally as one of the key factors ensuring the
country’s future. In the current stage of educational reforms, the issue of
nurturing a free-thinking individual has gained particular importance. In our
country, the role of the technology education teacher is indispensable in
fulfilling the social mandate of preparing students to work effectively in various
sectors of the national economy, to consciously choose their professions, and to
acquire professional skills.
To accomplish this state task, the technology education teacher must
continuously improve their knowledge, skills, and competencies in general
labor, as well as stay in line with the dynamic demands of the evolving
pedagogical process. This requires mastery of the achievements in pedagogy,
psychology, methodology, modern technology, advanced manufacturing
technologies, and market economy relations. Moreover, they must acquire in-
depth knowledge, skills, and competencies in these areas.
In this context, it is essential to enhance the scope and quality of the
technology teacher’s knowledge, skills, and competencies, to ensure the
successful organization and implementation of the educational process based on
the National Curriculum requirements, and to address any shortcomings in their
professional practice. Furthermore, improving the teacher’s professional skills
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International scientific-online conference
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and their complex and multifaceted activities in labor-related fields is of
paramount importance.
The technology lesson has its own distinctive features when applying
general didactic principles to other subjects in school. Students are engaged not
only in cognitive activities but also in creative activities. The subject, tools, and
processes of technology should not just be studied as simple objects of learning;
instead, they should serve as tools that activate students' practical work, didactic
materials, and technical means of education.
The goal of teaching technology is to educate students who are well-
rounded and developed, trained in the spirit of modern times, and capable of
solving current problems related to organizing and implementing education and
upbringing in the era of market economy. These students should be able to
deeply feel and incorporate the national independence idea, our national and
universal human values into the content of education and upbringing.
In order for students to master the subject of technology, it is important to use
advanced and modern teaching methods, and to implement new information-
pedagogical technologies. Using textbooks, handouts, electronic materials,
production samples, and models in the learning process helps students gain a
broader understanding of professions. Choosing a profession is a very important
issue, and often students are unable to make this decision independently. In this
matter, the school should assist them. In technology lessons, the teacher should
provide each student with a card and conduct a "Survey" about the student’s
attitude toward different subjects, their interest in professions, academic
achievements, and personal qualities. This helps to determine the student's
areas of interest. If the student's interests are stable, the teacher will start
assessing whether the student possesses the necessary traits for the profession
they wish to choose. In some cases, a student's health may not meet the
requirements of the profession they are considering. This issue is determined
based on a doctor's recommendation. When students are choosing a profession,
teachers should not overly insist on influencing their decisions. In this case, it is
very important to be cautious and to determine whether the student's interest in
the profession is genuine or just a temporary curiosity. The process of guiding
students in choosing a profession should take into account the actual working
conditions of the school. The guidance on choosing a profession has a special
place in the lower grades. On the one hand, the profession guidance continues
directly in the labor lessons, where students learn about the professions related
to the field they have chosen for vocational training. In this way, the students'
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International scientific-online conference
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interest in a profession gradually "narrows down." On the other hand, the
process of guiding students starts with the topics in the Technology textbooks,
which introduce students to the main professions and specializations in the
national economy. A student who undergoes an extended vocational training
process will master various elements of related professions. As a result, they will
gain initial vocational skills. The freedom to choose a profession manifests itself
in this contradiction. The entire content, forms, and methods of career guidance
are aimed at achieving this goal. From the above, it can be concluded that the
process of guiding students in choosing a profession involves several stages, and
at each stage, specific tasks are addressed. In this regard, the guidance on
choosing a profession, like any other educational and developmental process,
consists of a two-way process, where equal importance is given to both the
teacher and the student. Therefore, the most important requirement for the
profession guidance process is that the students must be highly active, and this
activity is ensured through vocational education and the development of the
foundational principles of career choice. If labor education teachers are well-
prepared for professional diagnosis and career counseling, and if these tasks are
carried out on time, students' activity levels will increase.
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