Volume 05 Issue 10-2024
81
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article explores strategies for improving the pedagogical system to effectively equip future educators with
essential life skills. In today's dynamic and fast-evolving world, the importance of these skills is increasing as educators
not only impart knowledge but also act as role models. The study emphasizes the role of practical, social, and
emotional skills in pedagogy, outlining innovative training methods that enhance educators' personal and professional
competence. The article concludes with recommendations for integrating life skills education within teacher training
programs, fostering well-rounded development.
KEYWORDS
Teacher training, life skills education, pedagogy, social competence, emotional intelligence, professional
development.
INTRODUCTION
In an ever-changing and complex world, educators play
a central role not only in disseminating knowledge but
also in shaping students' social, emotional, and
practical competencies. Consequently, the training of
future teachers must go beyond traditional subject-
matter expertise and focus on equipping them with
essential life skills. Life skills are those abilities that help
individuals manage challenges effectively, make sound
decisions, foster healthy relationships, and adapt to
dynamic environments. For educators, these skills are
indispensable, as they influence not only their
professional competence but also their personal well-
being and ability to foster meaningful connections with
students.
However, many current teacher education programs
still emphasize cognitive learning outcomes over social
and emotional development. While theoretical
knowledge remains important, teachers increasingly
Research Article
IMPROVING THE PEDAGOGICAL SYSTEM OF TRAINING FUTURE
PEDAGOGUES TO FORM THEIR LIFE SKILLS
Submission Date:
October 12, 2024,
Accepted Date:
October 17, 2024,
Published Date:
October 22, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-14
Tuychieva Inoyatxon Ibragimovna
Head of the Department of Pedagogy of Fargona State University, Ph.D., Associate Professor, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
82
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
need life skills such as communication, empathy,
resilience, and critical thinking to thrive in diverse and
inclusive classrooms. This growing recognition calls for
a shift in pedagogical systems toward a more
comprehensive approach that integrates life skills
education within teacher preparation programs.
This article seeks to address the need for improving the
pedagogical system of training future pedagogues by
identifying gaps in existing models and proposing
strategies to incorporate life skills education
effectively. It argues that a reformed educational
framework, rooted in experiential learning, emotional
intelligence, and reflective practices, will better
prepare future teachers for the demands of
contemporary education. This study also aims to
demonstrate how life skills training can foster holistic
development, enhancing both the personal and
professional lives of educators while benefiting their
students and the broader community.
By exploring best practices and offering evidence-
based recommendations, this article contributes to the
growing discourse on teacher education reform. It
proposes that developing life skills in future educators
will enable them to manage classroom dynamics
efficiently, respond to students’ diverse needs, and
build
supportive
learning
environments.
The
integration of life skills education within teacher
training programs will not only empower teachers to
excel in their profession but also enhance their ability
to nurture the next generation of responsible and
capable citizens.
LITERATURE REVIEW
The significance of life skills education has been widely
acknowledged in educational research, particularly
within the context of teacher training. This section
explores key theories, frameworks, and studies that
underline the importance of life skills in preparing
future educators. It highlights various approaches to
integrating life skills into pedagogy, the role of
emotional intelligence, and the impact of experiential
learning on teacher development.
The concept of life skills education is rooted in the
frameworks
provided
by
the
World
Health
Organization (WHO) and the United Nations
Educational, Scientific, and Cultural Organization
(UNESCO). WHO (1997) defines life skills as
psychosocial abilities that empower individuals to cope
effectively with life’s challenges. Similarly, UNESCO
emphasizes that life skills enhance personal and
professional
development, contributing to learners’
cognitive, emotional, and social well-being. These
organizations advocate for integrating life skills across
educational contexts, including teacher training
programs, to foster holistic growth.
Research has further categorized life skills into three
core areas: cognitive (critical thinking, problem-
solving),
emotional
(self-awareness,
emotional
regulation), and interpersonal (communication,
collaboration). Darling-Hammond and Bransford
(2005) argue that teacher preparation programs must
address all these dimensions to prepare well-rounded
professionals. The inclusion of life skills in pedagogy
not only benefits students but also improves teachers'
resilience and adaptability.
Emotional intelligence (EI) is a critical component of
life skills, especially for educators, as it influences how
they manage their emotions and interact with
students.
Goleman
(1998)
defines
emotional
intelligence as the ability to recognize, understand, and
manage one's emotions, along with recognizing and
influencing the emotions of others. Studies have
shown that emotionally intelligent teachers are more
effective in managing classroom behavior, building
Volume 05 Issue 10-2024
83
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
positive student-teacher relationships, and coping with
professional stress.
Teachers
with
higher
emotional
intelligence
demonstrate greater empathy, patience, and
adaptability, making them more resilient to challenges
such as student misbehavior and workload pressures.
Several studies (Brackett et al., 2010; Jennings &
Greenberg, 2009) emphasize the need for explicit
training in emotional intelligence as part of teacher
education programs. This training enhances self-
awareness and emotional regulation skills, both of
which are essential for effective teaching and personal
well-being.
Experiential learning, as proposed by Kolb (1984),
emphasizes learning through direct experience and
reflection. For teacher education, experiential learning
provides opportunities to develop practical skills,
critical thinking, and emotional resilience through real-
life teaching experiences. Teacher internships, service-
learning projects, and role-playing activities allow
future educators to apply theoretical knowledge in
practical settings, fostering the development of
essential life skills.
Reflective practices are also central to experiential
learning. Schön (1983) emphasizes the importance of
reflection-in-action and reflection-on-action as key to
professional growth. Reflective journals, peer
discussions, and mentoring sessions encourage pre-
service teachers to analyze their teaching experiences,
identify areas for improvement, and develop adaptive
strategies. Research shows that reflection enhances
both
professional
competence
and
personal
development, reinforcing life skills such as problem-
solving, empathy, and self-awareness (Larrivee, 2000).
Despite the recognized importance of life skills
education, several studies highlight the gaps in current
teacher training programs. Studies by OECD (2019)
reveal that many programs lack structured approaches
to social-emotional learning (SEL) and life skills
development. In addition, the focus remains primarily
on cognitive and subject-specific competencies,
leaving little room for personal and emotional
development.
Furthermore, some programs struggle with providing
practical experiences that genuinely reflect the
complexities of classroom dynamics. Research
indicates that without hands-on opportunities, future
teachers may find it difficult to transfer theoretical
knowledge into practice (Darling-Hammond, 2006).
These gaps underscore the need for comprehensive
reforms in teacher education to ensure that life skills
are effectively integrated into the curriculum.
Successful integration of life skills education in teacher
training has been observed in institutions that adopt
innovative methods such as collaborative learning,
mentoring, and coaching. Collaborative learning
environments encourage peer interaction, teamwork,
and conflict resolution, fostering interpersonal skills.
Mentoring programs provide future teachers with
guidance from experienced educators, enhancing their
professional competence and personal growth.
Coaching models, in particular, have gained popularity
as they offer continuous support and feedback,
helping teachers develop self-regulation and reflective
practices (Knight, 2007). Additionally, institutions that
implement social-emotional learning (SEL) frameworks
demonstrate improved outcomes in terms of teacher
well-being, student engagement, and classroom
management.
METHODOLOGY
This section outlines the research design, participants,
data collection methods, and data analysis techniques
used to explore ways to improve the pedagogical
system for training future pedagogues to develop
Volume 05 Issue 10-2024
84
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
essential life skills. A qualitative approach was
employed to gain a deeper understanding of current
practices, identify gaps, and propose strategies for
integrating life skills education effectively into teacher
preparation programs.
Research Design
The study adopts a qualitative research design to
explore participants’ exper
iences, perceptions, and
attitudes regarding life skills education in teacher
training programs. Case studies of teacher education
institutions were used to identify best practices and
challenges in the development of life skills. In addition,
semi-structured
interviews
and
focus
group
discussions were conducted with stakeholders to
gather insights into existing pedagogical practices and
explore potential improvements.
Participants
The participants were selected using purposive
sampling to ensure that the sample included
individuals with relevant expertise and experience. The
study involved:
•
Pre-service teachers: 30 final-year teacher
trainees from various fields.
•
Teacher educators: 15 lecturers involved in
delivering teacher training programs.
•
School mentors: 10 experienced school
teachers who guide trainees during internships.
•
Educational administrators: 5 program
coordinators or curriculum designers responsible for
structuring teacher education programs.
The diversity of participants ensured that multiple
perspectives were captured, enriching the study’s
findings.
Data Collection Methods
Several qualitative data collection methods were
employed to gather comprehensive information:
•
Semi-structured
Interviews:
In-depth
interviews were conducted with teacher educators,
school mentors, and educational administrators. The
interviews focused on their experiences with life skills
integration, challenges faced, and strategies for
improvement.
•
Focus Group Discussions: Three focus group
discussions were organized with pre-service teachers
to explore their perceptions, challenges, and
expectations regarding life skills training.
•
Document Analysis: Curriculum documents
and syllabi from participating teacher education
programs were analyzed to determine the extent to
which life skills education is incorporated.
•
Observations: Classroom observations and
internship evaluations were conducted to assess how
trainees demonstrate life skills in practical teaching
settings.
Data Analysis
The collected data were analyzed using thematic
analysis, which involved identifying patterns and
themes relevant to life skills education in teacher
training. The analysis followed these steps:
1.
Data Familiarization: Reading and re-
reading transcripts and field notes to gain a broad
understanding.
2.
Initial Coding: Assigning codes to specific
pieces of information that corresponded to concepts
related to life skills development, such as emotional
intelligence, interpersonal skills, or reflective practices.
3.
Theme Identification: Grouping similar
codes into broader themes (e.g., gaps in curriculum,
role of experiential learning).
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
4.
Reviewing Themes: Refining themes to
ensure they accurately represented the data.
5.
Reporting: Organizing the themes into
coherent narratives to address the research questions.
5. Ethical Considerations
The study adhered to ethical guidelines to ensure
participants’ privacy and confidentiality. Informed
consent was obtained from all participants before their
involvement in the study. Data were anonymized to
protect identities, and participants were informed of
their right to withdraw from the study at any point.
Approval from the relevant ethical review board was
obtained before the research began.
Reliability and Validity
To enhance the reliability and validity of the findings,
multiple strategies were employed:
•
Triangulation: Data from interviews, focus
groups, document analysis, and observations were
cross-validated to ensure consistency.
•
Member Checking: Participants were given
the opportunity to review and confirm the accuracy of
their interview transcripts and findings.
•
Peer Debriefing: Regular discussions with
research colleagues helped refine the coding process
and minimize researcher bias.
•
Thick Descriptions: Detailed accounts of the
research context, participants, and findings ensure
that readers can understand and evaluate the study’s
relevance and transferability.
7. Limitations of the Study
While this study offers valuable insights, several
limitations should be acknowledged:
•
The qualitative nature of the study limits the
generalizability of the findings to other contexts.
•
The study relies on self-reported data, which
may be subject to social desirability bias.
•
Time constraints restricted the number of
institutions and participants involved, which may have
limited the diversity of perspectives.
RESULTS
This section presents the findings derived from the
qualitative data collected through interviews, focus
group discussions, observations, and document
analysis. The thematic analysis identified key themes
related to the current state of life skills education in
teacher training, challenges in implementation, and
strategies for improvement.
1. Theme 1: Gaps in the Integration of Life Skills in
Curricula
A consistent theme across the data was the lack of
structured integration of life skills education within the
existing curricula of teacher training programs. While
some institutions included topics on communication or
problem-solving, these were often treated as
peripheral, without a dedicated focus on life skills
development.
•
Pre-service teachers mentioned that most
courses emphasized theoretical knowledge, with
limited focus on personal development and practical
application.
•
Document analysis revealed that life skills
were often mentioned vaguely in curriculum
frameworks, without clear learning outcomes or
assessment criteria.
Sample Participant Quote:
"We are taught subject-specific content, but no one
talks much about managing emotions or handling
stress in the classroom, which are crucial."
–
Pre-
service Teacher
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
2. Theme 2: Importance of Emotional Intelligence for
Teacher Well-being
The study found that emotional intelligence (EI) is a
critical component of teacher preparedness and well-
being. Participants who had received some form of
emotional intelligence training expressed higher levels
of confidence and job readiness. Conversely, those
lacking EI skills reported struggling with stress, student
interactions, and workload management.
•
Teacher educators stressed the need for
explicit
training
in
self-awareness,
emotional
regulation, and empathy to help future teachers
manage classroom challenges effectively.
•
Observations highlighted that emotionally
intelligent trainees were better at maintaining calm
and fostering positive classroom environments during
their internships.
Sample Participant Quote:
"When things get overwhelming, knowing how to stay
calm and regulate emotions is a life skill that every
teacher needs, but we rarely focus on it."
–
Teacher
Educator
3. Theme 3: Limited Opportunities for Experiential
Learning
The data indicated that practical, experiential learning
opportunities are essential for developing life skills.
However, many pre-service teachers felt that their
programs lacked sufficient hands-on experiences.
•
Participants highlighted that internships
were valuable but often too short or insufficiently
structured to develop essential skills such as
teamwork, leadership, and conflict resolution.
•
School
mentors
emphasized
the
importance of real-world teaching experiences for
building confidence and adaptability. They suggested
longer internships with mentoring support to better
prepare teachers.
Sample Participant Quote:
"You learn a lot when you’re in front of students. But
our internship was too brief to fully develop the skills
we need."
–
Pre-service Teacher
4. Theme 4: Role of Reflective Practices in Skill
Development
The data underscored the value of reflective practices
in fostering personal and professional growth among
future teachers.
•
Focus group discussions revealed that
trainees who engaged in reflective activities, such as
journaling or group discussions, developed stronger
problem-solving and self-regulation skills.
•
Teacher educators noted that reflection
allowed trainees to identify areas for improvement and
develop adaptive teaching strategies.
Sample Participant Quote:
"Writing reflections helped me understand what I
could improve and how to handle similar situations
better next time."
–
Pre-service Teacher
5. Theme 5: Nee for Continuous Feedback and
Mentoring
Participants emphasized the importance of continuous
feedback and mentoring throughout teacher training
programs. Feedback from mentors, supervisors, and
peers was seen as essential for fostering self-
awareness and improving professional competence.
•
Pre-service
teachers
expressed
that
constructive feedback helped them recognize their
strengths and weaknesses, motivating them to
improve.
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
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Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
•
Mentors suggested that regular feedback
sessions, combined with coaching, would support the
long-term development of life skills.
Sample Participant Quote:
"Feedback from my mentor gave me the confidence to
try new things and learn from my mistakes."
–
Pre-
service Teacher
6. Theme 6: Challenges Faced by Teacher Training
Institutions
The study identified several challenges that hinder the
integration of life skills education into teacher training
programs:
•
Lack of time and resources: Programs were
often overloaded with subject-specific content, leaving
little room for life skills development.
•
Insufficient faculty training: Many teacher
educators lacked the expertise to teach life skills
effectively.
•
Inconsistent
implementation:
Some
programs included life skills education informally, but
without a structured framework or clear assessment
criteria.
Summary of Key Findings
The analysis revealed several critical insights:
1.
Life skills education is not adequately
integrated into teacher training programs, with limited
practical application.
2.
Emotional intelligence is essential for
teacher well-being and classroom management, but is
not systematically taught.
3.
Experiential learning opportunities such as
internships are valuable but often insufficiently
structured.
4.
Reflective practices play a crucial role in
fostering
personal
growth
and
professional
competence.
5.
Continuous feedback and mentoring are
necessary for developing life skills, but current
programs lack sufficient focus on these aspects.
6.
Institutional challenges, such as resource
constraints and limited faculty training, hinder the
effective implementation of life skills education.
CONCLUSION
The results of this study highlight the need for
significant improvements in the pedagogical system to
better prepare future pedagogues with essential life
skills. Teacher training programs must move beyond
traditional content delivery and focus on developing
emotional intelligence, reflective practices, and
experiential learning opportunities. Furthermore,
continuous feedback and structured mentoring are
crucial for fostering both personal and professional
growth.
The findings suggest that addressing institutional
challenges, such as resource constraints and faculty
training, is essential to ensure the successful
integration of life skills education. These insights will
inform
the
development
of
actionable
recommendations for improving teacher preparation
programs, ensuring future educators are well-
equipped to meet the demands of modern classrooms
and foster positive learning environments.
REFERENCES
1.
Goleman, D. (1998). Working with Emotional
Intelligence. Bantam Books.
2.
UNESCO.
(2016).
Global
Framework
for
Transferable Life Skills.
3.
WHO. (1997). Life Skills Education in Schools.
Geneva: World Health Organization.
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
81-88
OCLC
–
1242041055
Publisher:
Master Journals
4.
Darling-Hammond, L., & Bransford, J. (2005).
Preparing Teachers for a Changing World: What
Teachers Should Learn and Be Able to Do. Jossey-
Bass.
5.
OECD. (2019). Skills for 2030: Social and Emotional
Skills for Future Teachers. Paris: OECD Publishing.
