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MULTI-VECTOR RESEARCH ON IMPROVING STUDENTS'
COLLABORATIVE SKILLS IN HIGHER EDUCATION BASED ON
PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology,
Karakalpak State University named after Berdakh,
Republic of Karakalpakstan, Uzbekistan
Orinbaeva Sirgagul Sadetdin kizi
Student of Karakalpak State University named after Berdakh
https://doi.org/10.5281/zenodo.14184412
Abstract.
The purpose of the thesis is to substantiate the effectiveness of the
implementation of a collaborative approach in the formation of team competence
in the system of higher and additional professional education.
Kеywоrds:
territories of advanced socio-economic development, personnel
training.
INTRОDUСTIОN
Support for domestic producers, through the creation of Territories of
Advanced Social and Economic Development, has as its ultimate goal the creation
of powerful domestic production and in this sense is one of the key elements of
import substitution policy. If used correctly, such support can become an effective
measure for the development of the national economy. At the same time, there are
systemic problems in the industry that require an unconditional solution,
including improving the quality of the human resources of specialists in the
mechanical engineering industry.
MАTЕRIАLS АND MЕTHОDS
In her work, A. Neretina reveals the possibilities of the project method as an
effective means of developing team competence [1]. E.V. Bolgarina in her study
believes that the main motive encouraging students to effective teamwork can be
real projects, for which students have already formed basic knowledge sufficient
to obtain a clear idea of the final results, and not far-fetched educational projects
[2]. V.S. Okuneva believes that work on a project should be enriched with
interactive technologies. This develops communication skills, since in order to
achieve the team's goals it is necessary to regularly communicate and establish a
constructive dialogue with team members [3]. A similar opinion is shared by A.D.
Nikolaeva and A.D. Malysheva, noting that the success of developing the
competence of "working in a team" depends on the creation of a developing
environment using communication technologies [4].
RЕSULTS АND DISСUSSIОN
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However, the analysis conducted by the authors shows that there is a
shortage of developed methods for developing teamwork skills, including in
training in mechanical engineering specialties.
Summarizing the experience of implementing collaborative learning in
pedagogy and personal experience in organizing group work, we believe that the
process of forming team competence in future engineers should include the
following stages:
1) Creating professional significance and personal value of teamwork in
students;
2) Taking into account the individual personal qualities and value
orientations of each team member when organizing group work;
3) Implementing the role of the teacher not as a translator of ready-made
knowledge, but as a teacher-curator, guiding students to make decisions by
realizing the potential of the group as a whole and each of its members
individually;
4) Clear criteria for assessing the results of teamwork, reflection of one's own
activities.
Let us consider these stages in more detail.
1. Creating professional significance and personal value of teamwork in
students
As a rule, a future engineer needs a lot of time after leaving the university to
adapt to the conditions of professional activity.
The presence of professionally significant value orientations in a graduate
ensures his conscientious attitude to the chosen profession, causes the desire and
aspiration to get involved in professional activity as quickly as possible. This
becomes possible if the educational process is close to real professional activity.
In this regard, all tasks performed by students in special disciplines should be
related to specific production problems or be of an applied nature.
2. Taking into account the individual personal qualities and value
orientations of each team member when organizing group work
During team work, students experience strong emotional experiences. They
arise at the moment of task distribution, in the process of choosing various
alternative solutions to a problem, in preparation for the defense of a project. All
team members are responsible for the result of team work, and confidence in
future success unites the participants. During the work, students have to deal with
the individual uniqueness of each group member, show respect and tolerance to
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each other, and provide support. One of the conditions for successfully achieving
the set goals is the presence of psychological and emotional comfort in the team.
A positive result of this approach to teaching is possible if the following
stages of organizing teamwork are observed.
I. Preparatory.
At this stage, the teacher introduces the team members to the rules of
teamwork and gives the task. Students can independently develop rules-
agreements in the form of instructions that they must follow.
Example of instructions.
1. Respect the opinion of each team member, allow him to express his point
of view to the end, do not interrupt.
2. Build work on the basis of mutual assistance.
3. Independently try to solve emerging problems and only when necessary,
ask the teacher for help.
4. Strictly adhere to the time limit.
5. Agreedly distribute roles within the team.
After signing the instructions, the teacher introduces the team members to
the task. The nature of the educational task is determined by the pedagogical
goals:
• the task must correspond to the capabilities and abilities of students;
• must have several solutions, stimulating the development of various ideas
and ways to solve it;
• should be designed in such a way that its implementation equally involves
all team members;
• teams can be given the same tasks and compete in several categories – the
most non-standard solution, creative approach, etc.
II. Teamwork.
After receiving the task, the team members independently (possibly with the
support of the teacher) distribute it among themselves. Team members must
jointly determine the scope of work and the area of responsibility of each
performer, set a time schedule.
Each team member can express their hypothesis, version, their position on
the task. The rest of the team must show respect for someone else's point of view
and listen carefully to their colleague. All opinions must be recorded and a single
solution must be jointly developed.
СОNСLUSIОN
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Thus, one of the promising areas for improving the quality of training and
retraining of specialists is the introduction of a collaborative approach into the
educational process. The conducted study of psychological and pedagogical
literature allowed us to come to the conclusion that collaborative learning has
great potential in developing team competence. Firstly, it guides future graduates
of a technical university to work in an innovative mode, motivating them to find a
non-standard solution. Secondly, working in a team, the skill of listening and
understanding others, expressing one’s point of view, finding a compromise
develops, which corresponds to the modern requirements of the labor market.
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