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METHODOLOGICAL ASPECTS OF DEVELOPING METHODS OF
INDEPENDENT EDUCATIONAL ACTIVITY OF FUTURE TEACHERS
IN THE ENVIRONMENT OF DIGITAL EDUCATION
Mirzamakhmudova Nilufar Tadzhibayevna
Senior Lecturer, Fergana Polytechnic Institute
Mirzamaxmudova Nilufar Tadjibayevna
Fargʻona politexnika instituti katta o`qituvchisi
Orcid ID: 0009-0001-5031-6252
https://doi.org/10.5281/zenodo.14809829
Introduction.
Today, educational reform has set the task of forming a
creative, inquisitive teacher who thinks in a new way, can find the right path in
the flow of information in the process of globalization, who is productive in
information, who can use it in the education and upbringing of the younger
generation, and who is able to learn professions. The importance of this work is
that no matter how much pedagogical experience introduces innovations into
the content of education, no matter how perfect programs, textbooks and
educational standards are created, their implementation in the educational
process depends on the personality and pedagogical skills of the teacher.
Multimedia materials created using digital technologies have unparalleled
potential in the field of education with their ability to clearly present images,
create special effects for a deeper understanding of information, and provide a
wide range of visual information.
LITERATURE ANALYSIS AND METHODS. Issues of developing the
methodology of independent educational activities of future teachers in the
context of digital education V.F. Newman, G.S. Diori, Marta R. Korbella, R.F. Sprol,
A. Kroupley, P. Dripiyu, B. Crowell, D. Schaffer, G.V. Abramyan, V.V. Aleynikov,
R.S. Arefyev, V. Bespalko, N. Gomulina, V.V. Davidov, R.Kh. Djurayev, A.R.
Khodzhaboyev, N.A. Muslimov, Sh.S. Sharipov, Q.T. Olimov, O'.Q. Tolipov, M.B.
Urazova, R.G. Isyanov, N.N. Azizkhodzhayeva, D.O. Himmataliyev, J.A. Hamidov,
M.M. Aripov, U.S.H. Begimkulov, M.Ochilov, B.S. Abdullayeva, It has been studied
by scientists such as S.D. Bazarova, N.A. Muslimov. Also, Angela Stof, Benjamin
Blum, Brian Cole, Drapeau Patti, Jaslin Golberg, Merriembar Geron conducted
research on the problems of developing the professional training, competence,
and professional and pedagogical potential of teachers.
RESULTS AND DISCUSSION. Digital education is an educational practice
that supports the educational process and leads to tangible results. It serves not
only to continue the educational process through digital educational tools, but
also to further improve the quality and effectiveness of education. The
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introduction of digital education into the educational process is carried out on
the basis of the use of information technologies. Information and communication
technologies are one of the main mechanisms of the innovative activity of a
teacher. They allow a teacher to manage information, use it, and also
disseminate knowledge in all areas of human activity. Accordingly, in the
modern information society, a special place is occupied by the ability of a
teacher to solve a wide range of professional, cognitive, recreational, household
and other tasks using computer and communication technologies, including
radio, television, modern mobile devices, gadgets, interactive equipment,
podcasting, streaming and augmented reality technologies, web services, mobile
applications, etc. The use of modern digital technologies in education is one of
the important and priority areas of development of the world educational
process. Digitalization is deeply penetrating the educational process. New
educational technologies based on digital technologies allow to accelerate the
educational process, increase the speed of learning, receive information from a
wide repository of knowledge, and deeply study and assimilate this knowledge.
The pedagogical goals of using digital technologies are: developing
personality (thinking; aesthetic education; developing experimental and
research activities; forming information culture; fulfilling the social order of the
user's general information readiness ("digital technology literacy") in the
preparation of specialists in a specific field; increasing the productivity of the
educational process, the quality and efficiency of education, ensuring important
aspects of knowledge and learning activities, deepening interdisciplinary
connections due to the integration of information and science. Thus, digital
technologies, along with developing the personality of the teacher and forming
their professional competence, also form their skills in using digital
technologies.
The professional knowledge and skills of a future teacher in digital
information technologies should include:
a) awareness of the involvement of the education system in global
information processes;
b) readiness to master effective methods of access to an almost unlimited
amount of information and analytical processing of this information;
d) striving to form and develop personal creative qualities that allow the
formulation of pedagogical ideas in a modern information environment in order
to obtain innovative pedagogical results, as well as the creation of a unique
information environment;
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e) readiness for the joint development of scientific and social experience,
for reflection and self-reflection together with all subjects of information
interaction;
f) mastering the culture of obtaining, selecting, storing, reproducing,
presenting, transmitting and integrating information;
g) readiness to use modern interactive telecommunication technologies as
an important area of professional growth in a constantly changing information
society, in conditions of continuous education;
h) the ability to model and design the information and educational
environment and predict the results of one's professional activities.
It is recommended that pedagogical activities organized on the basis of
digital technologies take into account the following requirements:
1. The analysis of existing needs and problems should serve as the main
basis for setting goals, firstly, initial opportunities, means, and secondly, the
personal knowledge reserves of the learner;
2. The goals should be relevant enough to solve important problems;
3. The goals should be complex, but realistic;
4. The goals should be clearly formulated (with an indication of the exact
level of the desired result and the time frame for achieving it) (this will make it
easier to determine their achievement).
5. The goals should be diagnostic, motivating, and motivating.
6. The goals should correspond to the tasks facing the learner, be within the
framework of the near future development;
7. The goals of the collaborative activity should be known to all its
participants, understood and accepted by them (This requires unity of collective
activity and goals).
8. Smaller specific goals should be subordinate to larger and long-term
goals and aspirations. These requirements are manifested as an important issue
in ensuring the viability of educational goals.
Today's education, along with experiencing the process of digitization, is
also explained by the fact that teaching and learning are moving to a new format.
Today, special attention is paid to the creation of a new generation of
educational literature - electronic educational and methodological literature.
These, in turn, require a review of the requirements for future personnel, not
only to form and develop knowledge, skills and qualifications in subjects, but
also to form the skills to find a field that suits their interests, abilities, talents,
potential, abilities and needs in a competitive labor market based on a market
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economy, and to fully use the created modern technical conditions. For this,
future teachers need to develop modern knowledge and skills, in particular,
integrated knowledge and skills based on pedagogical and information
technologies.
The development of digital technologies has created an opportunity to form
a single global educational space. The expansion of the capabilities of digital
technologies increases the need to use them to achieve educational efficiency
and improve the quality of education. This creates the opportunity to implement
the principle of open education, which creates opportunities for lifelong
learning, education, and is independent of the educational institution, teacher,
and educational destination. As a result, there is a need and opportunity to form
specialists who have high-level skills in using the capabilities of digital
technologies.
Digital technologies can also include computer technologies, the Internet,
multimedia and other technical and technological innovations. Teaching and
retraining personnel based on multimedia tools are one of the urgent issues of
today. There are a number of advantages of teaching using such digital
technologies: there is an opportunity to master the material provided more
deeply and perfectly; the desire to closely communicate with new areas of
education increases; As a result of the reduction in training time, the ability to
save time is achieved, the knowledge gained is stored in the memory of the
future cadre for a long time and can be applied in practice if necessary.
CONCLUSION. Today, along with the penetration of digital technologies into
various spheres of social life, they are also demonstrating their unique
capabilities in solving existing problems and issues. In particular, digital
technologies have a number of advantages in organizing the methodological
training of teachers. In particular, digital technologies have great convenience in
searching, finding, using, copying the necessary analytical literature, scientific
sources, relevant tables, drawings, schemes, forms and other scientific materials
on the topic of the lesson. Also, the availability of the ability to translate the
materials found from one language to another using a computer creates a
number of opportunities to save time, speed up the work being done, receive
news in a short time, and other opportunities. For this, it is also necessary to
establish a high-quality and effective digital technology service.
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