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DESCRIPTION OF PEDAGOGICAL TECHNOLOGY DEVELOPED
BASED ON EDUCATIONAL VALUES AND ITS MAIN PRINCIPLES
Turgunov Mirjalol Mirzakhamdam ugli
Researcher at Fergana State University
https://doi.org/10.5281/zenodo.14241858
Abstract:
This article examines the methodology and theoretical-
methodological foundations of preparing students for professional-pedagogical
activities based on educational values. Additionally, it analyzes the description
and main principles of pedagogical technology developed on the basis of an
axiological approach.
Keywords:
axiological approach, pedagogical process, professional-
pedagogical activity, integrative, value, value-based approach, axiological
hierarchy, technology, cognitive, emotional, sociocentric, genetic, national,
historical, technological.
INTRODUCTION.
The person-oriented approach, relying on the unity of
psychological characteristics that constitute an individual's personality,
implements the important psychological and pedagogical principle of an
individualized approach with its own technology. According to this, the specific
characteristics of each student are taken into account during lessons and
training sessions. All of this creates optimal conditions that contribute to the
development of the learner's personality through the leading educational
activities of youth. To prepare students for professional pedagogical activity
based on an axiological approach, it is first necessary to form an axiological need
for pedagogical activity, enable them to understand national needs, exert
influence, and improve value-based pedagogical activity aimed at this process.
LITERATURE ANALYSIS AND METHODS.
The socio-philosophical and
pedagogical-psychological foundations of preparing students for professional
activity and developing a system of values in Uzbekistan have been studied by
scholars such as N. Shodiev, B. Adizov, O. Jamoldinova, I. Isaev, Sh. Mardonov, U.
Makhkamov, O. Musurmonova, S. Nishonova, V. Slastenin, D. Ruzieva, B.
Khodjaev, Sh. Sharipov, Sh. Shodmonova, E. Shiyanov, N. Egamberdieva, and M.
Kuranov. In their scientific research, special attention has been paid to revealing
the content and essence of national, universal, spiritual-moral, aesthetic,
educational, and upbringing values, as well as the specific aspects of developing
a system of values in future teachers.
A number of scientific studies have been conducted in CIS countries on
preparing teachers for professional-pedagogical activities, designing the
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educational process, and implementing it in education. In particular, this is
reflected in the research of scholars such as O.A. Kolesnik, B.T. Likhacheva, A.I.
Mishchenko, V.A. Slastenin, L.F. Spirina, L.G. Semushina, V.P. Bespalko, V.M.
Monakhov, G.L. Ilyin, T.K. Smikovskaya, S.V. Vasekin, O.B. Yepisheva, and G.A.
Monakhov.
Foreign scholars B. Wilson, J. Kim, Angela Stoff, Benjamin Bloom, Brian Cole,
Drapeau Patty, Jaslin Holberg, Merriembar Jeron, and Leyla M. Spencer have
examined the specific characteristics of developing readiness for professional-
pedagogical activity among teaching staff. M. Spencer examined the
characteristics of the formation of readiness for professional-pedagogical
activity among teaching staff.
RESULTS AND DISCUSSION. Person-centered technologies form the basis of
a person-centered approach. It is founded on the following key principles.
The communicative foundation of person-centered technologies in the
pedagogical process is a "new perspective on the learner," that is, a humanistic-
personal approach, which includes:
in the pedagogical process, the individual is not an object, but a subject;
each learner is talented, and most are gifted;
high ethical values (generosity, love, diligence, conscience, etc.) are
considered the priority qualities of the individual.
The democratization of relationships in the educational process (teacher-
learner, learner-learner) includes:
equalizing the rights of the learner and the teacher, the learner's right to
free choice;
the right to make mistakes;
the right to have one's own point of view should be the foundation of the
relationship between the teacher and the learner, namely:
a) not prohibiting;
b) collaborating rather than controlling;
c) persuading, not coercing;
d) organizing, not ordering;
e) allowing free choice, not imposing constraints.
The content of the aforementioned new relationships demonstrates the
appropriateness of utilizing pedagogy that yields fewer results in suitable
contexts within the current rapidly developing environment.
In our country, the goal of nurturing spiritually and physically mature youth
and improving the quality of providing them with modern knowledge to develop
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well-rounded individuals for society has been set as a priority in the field of
education and upbringing. All actions taken in the process of continuous
education are factors in achieving this goal. Currently, optimal methods for
teaching all subjects based on modern pedagogical technologies are being
investigated. In particular, the emergence of the national model of pedagogical
technology and its gradual continuation in the form of providing knowledge
based on preliminary design of educational activities is considered one of the
innovations in the field of education. However, it should be emphasized that
pedagogical technology did not appear yesterday or today; rather, each
historical period had its own methods of education and upbringing, its own
pedagogical technology. These developed as human spiritual and material needs
increased.
As innovative pedagogical technologies are a necessary part of the
education and upbringing system, they can bring about fundamental changes in
the field of education. Education is the main idea that forms the basis of
enlightenment, which includes understanding the connection between nature
and society, rejecting authoritarian and false thinking methods, and developing
qualities such as patience, contentment, respect for others' opinions, and
cherishing national and universal values. The solution to this issue is closely
linked to the technologization of education to a certain extent.
It is possible to achieve the intended goal by incorporating the teachings of
our ancestors and our people's national values into the content of education and
upbringing, and by applying modern pedagogical technologies to the educational
process. At present, the flow of information is rapidly entering the social life of
society and encompassing many spheres. The education system's necessary
tasks can be defined as accelerating the reception, analysis, processing,
theoretical generalization, summarization, and delivery of information. The
application of pedagogical technologies in the educational process serves to
positively address the aforementioned issues.
In reality, innovative pedagogical technology is quite complex and
represents a modern approach that incorporates the best aspects of previous
teaching methods. In innovative pedagogical technology, a project plan for
activities to be carried out during lessons and training sessions is prepared in
advance, with precise stages and timing. The project outlines key concepts,
assessment questions, tools, and didactic materials to be used during the lesson.
Students' ability to perform practical exercises and their overall mastery are
continuously monitored. The implementation of innovative pedagogical
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technologies in the educational process ensures that it is carried out at a good or
excellent level, as the planned lesson projects are developed by scholars or
experienced educators. Because planned lesson plans are developed by
scientists or experienced educators.
Applying innovative pedagogical technologies in the educational process
requires creativity, knowledge, and experience from the teacher.
It was determined that lessons should be based on didactic principles, rules,
a systematic approach, and pedagogical technology principles. When creating
the project, it reflected what knowledge is acquired at which point, which
didactic laws, rules, and principles are followed in the process of acquiring it,
which types and stages of lessons, methods, information technologies, and
didactic materials are used in the learning process.
The teacher's preparation for the lesson occurs in two stages.
1. General preparation for the lesson. The teacher's general preparation for
the lesson is an ongoing process that includes:
Studying the state educational standard, qualification requirements, core
curriculum, subject curricula, and their accompanying explanatory notes;
Regularly familiarizing oneself with new scientific and methodological
literature on the subject;
Collecting new information in their field, compiling problem-based
questions and assignments, and test materials;
Correctly selecting and appropriately using visual materials and teaching
aids that can be employed in each lesson;
Continuously expanding one's knowledge by studying advanced
pedagogical practices;
Improving skills in using information technologies during lessons,
effectively utilizing electronic textbooks, text editors, and information posted on
the internet.
2. Daily preparation for the lesson. The teacher's daily preparation ensures
the organization of the lesson and the extent to which students acquire the
knowledge, skills, and abilities imparted to them. The algorithm for preparing
for the lesson (a set of rules) should be a consistent measure that takes into
account and guarantees all factors and situations. Therefore, the teacher must
follow these recommendations when preparing for each lesson:
The lesson places a great responsibility on the teacher. Thus, thorough
preparation for each lesson is equally important for both experienced and
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novice teachers. This requires a comprehensive study of each learner's
personality, as it is the foundation for achieving the intended goal.
The implementation of students' professional training is carried out in
accordance with the phased development of each course.
During the stage of realizing the teacher's status (first year), a holistic
development is observed related to the individual's new social role and mastery
of the profession's general scientific foundations. A person is distinguished by
their adaptability to others' influence. During this period, students typically do
not differentiate their roles. They become acquainted with specific forms of
community life, establish new social connections, and adapt to different
conditions. At this stage, students establish new social connections and adapt to
different conditions.
In the professional self-awareness stage (second year), the specialized
development of the student's personality continues, and their cultural demands
and needs are formed. They gain confidence and independence, participating not
only in all forms of education and upbringing but also actively in public
organizations. During this period, attention is primarily focused on general
professional disciplines.
At the professional self-realization stage (third year), students' focus on
specialized subjects is strengthened, and their motives for professional activity
are reinforced. Interest in scientific research increases, and the characteristics of
the chosen profession are studied. Simultaneously, students' social activity
develops, and their level of self-organization improves.
The professional readiness stage (fourth year) is linked to the attitude
towards pedagogical activity and encourages the mastery of specialist work
methods and technologies. At this stage, students approach the choice of
practice location for acquiring pedagogical experience more consciously.
When applying innovative educational technologies, it is important to study
the subject teacher's information and communication competence and ways to
organize their professional activities. The text also describes innovative
educational technologies implemented in future teachers' professional training,
the use of traditional, non-traditional, interactive, and modern educational
technologies in organizing practical classes, as well as approaches for organizing
the subject teacher's professional activities in implementing competency-based
lessons.
In modern conditions, it is advisable to use innovative forms of education to
enhance students' learning activities and improve the quality and effectiveness
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of teaching. Today, practical games, problem-based learning, interactive
learning, modular credit system, distance learning, blended learning, and master
classes are recognized as innovative forms of education.
Problem-based learning technology (problem and problematic situation).
The primary task of developmental educational technology, serving to
implement the professional training of future teachers, is the problem-based
educational approach.
Problem-based learning has three scientific and methodological aspects:
1. Creating a problematic situation.
2. Formulating the problem.
3. Finding a solution to the problem.
A problematic situation can be created in all types of training sessions. How
often it is formed during the lesson depends on the teacher. The significance of a
problematic situation lies in the fact that it focuses students' attention on one
area (the problem) and teaches students to research and think critically.
Problem-based learning involves creating a problematic situation under the
teacher's guidance, and this problem entails organizing an educational process
that allows students to creatively master theoretical knowledge, practical skills,
and abilities as a result of their active, independent activity, and develop
intellectual capabilities.
In the process of problem-based learning, students are given assignments
to analyze research, heuristic, and problematic situations, which may include: -
formulating tasks; - dealing with an unformed question; - working with excess
information; - making independent generalizations based on their own practical
observations; - describing the essence of an object without using instructions; -
determining the boundaries and levels of application of the obtained results; -
identifying the mechanism of a phenomenon's manifestation; - completing tasks
such as "instant" problem-solving. - It is possible to give assignments such as
finding "one instant."
The algorithm for reaching a solution in problematic situations is
implemented in the following order: setting the problem, collecting data,
processing the information, defining a solution model, gathering additional
information and incorporating it into the chosen solution model, identifying
contradictions between the new data and the solution model, resolving the
contradiction, and creating a new solution model.
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The "problem situation" method is a method aimed at developing students'
skills in analyzing the causes and consequences of problematic situations and
finding solutions to them.
The complexity of the problem chosen for the "problem situation" method
should correspond to the level of knowledge of the students. They must be able
to find a solution to the problem, otherwise failing to find a solution will lead to a
loss of interest among students and a loss of self-confidence. When using the
"problem situation" method, students learn to think independently, analyze the
causes and consequences of the problem, and find a solution to it. The stages of
the "problem situation" method: - the teacher selects a problem situation on the
topic, defines goals and objectives. The instructor explains the problem to the
students; - the instructor introduces the students to the goals, objectives, and
conditions of the assignment; - the instructor divides the students into small
groups; - small groups study the given problem situation.
They identify the causes of the problem and each group makes a
presentation. After all the presentations, the same thoughts are summarized.
At this stage, they present their opinions on the consequences of the
problem. The same thoughts are summarized after the presentation.
2. Discuss and analyze various possibilities for solving the problem. They
develop ways to solve a problematic situation.
3. Small groups present a solution to a problem situation and propose their
own options.
4. After all the presentations, the same solutions are summarized. The
group, together with the teacher, selects the most optimal options for solving the
problem situation.
CONCLUSION
. In conclusion, in the development of the learner's
personality, it is necessary, first and foremost, to ensure the memorization of
learning materials based on the strengthening of their perception and memory.
To achieve the lesson's goal, it is important to consider the level of students'
knowledge, correctly select learning materials, pay serious attention to
equipment, and correctly select and apply the necessary methods and
techniques to make the learning materials understandable.
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