Volume 05 Issue 11-2024
137
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The article is devoted to the need to improve the activities of subjects based on the introduction of structural
approaches to the management of pedagogical processes, in which the practical importance of applying a strategic
approach to pedagogical processes in coordinating the activities of all learners as one of the foundations for the
effective organization of the activities of participants in pedagogical processes is scientifically substantiated.
KEYWORDS
Structural approach, structural diagnosis, vertical and horizontal relationships, structural components, pedagogical
processes.
INTRODUCTION
Ensuring the quality and effectiveness of the
organization, management of pedagogical processes
depends not only on the knowledge, skills and
qualifications of the educational institution, but also on
the knowledge, skills and qualifications of the
pedagogical staff and other specialists, as well as on
the results of their activities.
Because it is considered one of the components of the
social system and consists of a set of various
structurally and functionally related constituent parts
and links that operate in the directions of effective
organization of pedagogical processes that serve to
educate the young generation, and the effectiveness
of the learner's activity is also dependent on its
Research Article
SPECIFIC FEATURES OF THE COLLABORATIVE APPROACH IN
ORGANIZING AND MANAGING PEDAGOGICAL PROCESSES
Submission Date:
November 20, 2024,
Accepted Date:
November 25, 2024,
Published Date:
November 30, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-11-28
Sholpan Allanazarova
Associate Professor of the Department of "Pedagogy and Psychology" of Karakalpak State University,
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 11-2024
138
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
constituent parts and directly depends on the
efficiency of the joints [1].
Therefore, introducing new approaches to the
management of pedagogical processes, first of all,
improving the activities of subjects (teachers and
learners), implementing innovative management
technologies
and
methods,
organizing
and
coordinating pedagogical processes on a scientific
basis in accordance with existing needs and the
requirements of modern socio-economic conditions to
the structural components of innovative activity in the
creation of scientific and pedagogical bases for the
development of professional competence of teaching
staff justification is necessary.
MЕTHОDS
The basis of the control implemented in the
organization and management of pedagogical
processes is expressed through the diagnosis. Based
on the application of special tools and methods to
control processes, the diagnosis aimed at determining
the essence of the events describing the effectiveness
of the subjects of pedagogical processes represents a
special form of structural diagnosis. The structural
diagnosis carried out on the basis of a structural
approach in management is aimed at determining the
results that must be achieved in the activities of the
subjects of pedagogical processes [2].
According to U.I. Inoyatov, the specific aspects of
management activities are expressed through
functional and structural approaches specific to the
existing management practice in the implementation
of management functions. In the structural approach,
the management mechanism is implemented through
the structure of relationships, that is, management
actions are based on the organization of management,
the study of its individual functions and the order of
execution, as well as the analysis of the structure of the
management system. In this approach, the director
and his deputies act as regulators (regulators) of
"horizontal" and "vertical" relations in the activity of
students and teachers, and they have the opportunity
to control the interaction of the participants of the
educational process and all processes [3].
RЕSULTS АND DISСUSSIОN
Therefore, it is necessary to implement a strategic
approach in the organization and management of
pedagogical processes, and the implementation of a
strategic approach to pedagogical processes is of
special importance in coordinating the activities of all
learners. Because, based on the functional tasks of
pedagogical processes (education, independent
education, processes of educational relations),
achieving the set goals requires the effective
cooperation of not only teachers and learners, but also
all pedagogical staff, specialists and other participants
(parents).
The effective organization of cooperative activities in
the direction of the specified goal implies the
introduction of cooperative activities based on the
coordination of the activities of learners. Effective
implementation of cooperative activities requires the
establishment of certain procedures in pedagogical
processes. Procedures for coordinating the activities of
learners (pedagogical processes) are developed
according to the directions of functional tasks of
subjects.
In our opinion, the structural approach should be
based on the direction of the functional tasks
performed by the pedagogic staff and students and
the ratio between the performed tasks (subject-
subject relations). The structural approach is aimed at
coordinating the activities of learners on the basis of
ensuring the effective implementation of functional
tasks according to the organizational structure of
Volume 05 Issue 11-2024
139
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
pedagogical processes. The structural approach makes
it much easier to ensure the effectiveness of
pedagogical processes and is the basis for effectively
organizing
the
activities
of
learners.
The
implementation of a structural approach to the
organization and management of pedagogical
processes not only serves to ensure the effectiveness
of the organization and management of educational
processes, but also gives internal stability to the
general activities of teachers and students. Therefore,
the organization and management of pedagogical
processes When implementing a structural approach,
it is necessary to consider improving the activities of
teachers, students and other participants in the areas
of functional tasks performed in the direction of
organizing and coordinating the activities of students.
When implementing a structural approach to the
organization and management of pedagogical
processes, teachers and students as subjects of the
pedagogical process should be considered. It is taken
into account that the resolution of subject-subject
relationships is of particular importance in ensuring the
effectiveness of educational processes. One of the
factors that must be taken into account in the
structural approach is the size of the distance between
teachers and students, that is, hierarchy. Because the
greater the distance (number of levels) between the
teacher and the students, the greater the level of
hierarchy in the pedagogical processes, and the
greater the level of hierarchy, the lower the
effectiveness of the students' activities.
Also, in ensuring the effectiveness of pedagogical
processes based on the implementation of a structural
approach, teachers It is advisable to focus on
minimizing the level of hierarchy between the teacher
and the learner. In a strategic approach, the
effectiveness of pedagogical processes depends not
only on the level of hierarchy between the learners and
the professors, but also on the level of hierarchy
between the learners themselves.
When designing the processes of implementing a
structural approach to the organization and
management of pedagogical processes, it is important
to take into account the need for the holistic
development of pedagogical processes as a systemic
object and the need to improve its unique model, as
well as the importance of the influence of the
constituent parts on efficiency, as well as the factors
that most affect the development of the processes of
education, independent learning and educational
relations under the same, equal conditions.
The implementation of a structural approach to the
organization and management of pedagogical
processes is significant in that it is focused on
influencing students in a clearly defined manner
according to the algorithm of their activities, while
rejecting such management methods as strong,
compulsory and comprehensive influence on the
activities of students, and becomes the basis for the
holistic development of the activities of all students.
Therefore, the need to organize management based
on a structural approach in order to achieve efficiency
on the basis of ensuring the mutuality and dependence
of the functional tasks of pedagogic staff and learners
in the integrated pedagogical system as subjects of the
pedagogical process in organizing, managing and
achieving the set goals shows that this approach is one
of the unique features of this approach.
Another characteristic of the organization of
management based on the structural approach in the
overall coordination of the activities of the pedagogical
system is the importance of the correct use of
management technologies in the organization of the
activities of subjects, according to their content and
function. That is, in organizing and managing the
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
11
Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
activities of learners as subjects of the educational and
training process, it is necessary to use technologies and
teaching methods that correspond to their functional
tasks and directions of activity, as well as to the specific
aspects of the educational environment in the
pedagogical system.
As a mechanism for organizing high-quality higher
education, it is envisaged to introduce technologies for
organizing a collaborative pedagogical process. For
this purpose, it is advisable to develop new modules of
the educational process, in which it is advisable to
allocate a priority place to preparing future teachers
for organizing a collaborative pedagogical process. A
training module aimed at preparing future teachers for
organizing collaborative activities should include the
following [6]:
a) systematic instillation of future teachers with
modern knowledge, concepts and technologies for
improving collaborative activities;
b) design of educational situations that ensure the
application of the acquired professional knowledge by
future teachers in their practical activities.
Ensuring that future teachers master fundamental
knowledge of collaborative pedagogy, creating
conditions for future teachers to carry out
collaborative activities with students, and forming
their motivation for independent learning are also of
great importance.
It is of particular importance that the knowledge
provided in the educational process should include the
development of professional thinking of future
teachers. For this, first of all, it is intended to interest
students in professional knowledge. At the same time,
it is necessary to form a need to search for
technologies that will form the skills of implementing
collaborative pedagogical activities in them.
The concept of person-centered education is used in all
education systems in the world, in which teacher-
student cooperation is given priority. Within the
framework
of
person-centered
educational
technologies, the development of teacher-student
relationships is envisaged. Scientific approaches to the
organization of a collaborative educational process in
our republic and the effective use of person-centered
educational technologies in this process are analyzed
in the works of R. Safarova, B. Abullayeva, B. Mamurov,
N. Muslimov, N. Dilova, G. Yusupova.
Modern approaches to pedagogy and psychology pay
special attention to the organization of a collaborative
educational process. From this point of view, it is of
particular importance to arm future teachers with the
theory of collaborative education. It is important for
future teachers, first of all, to have experience in
organizing a collaborative pedagogical process. For
this, future teachers are required to thoroughly master
the methods of organizing the educational process
based on the principle of humanism. In order to
organize the higher education process based on the
principle
of
humanism,
it
is
necessary
to
comprehensively and deeply study the professional
interests and needs of students. Only then will future
teachers have the motivation to master theoretical
knowledge of teacher-student relationships based on
cooperation. In preparing future teachers for
organizing a collaborative educational process, not
only theoretical knowledge but also practical
experience is important. Today, ensuring that students
engage in cooperation with teachers and peers is one
of the most important issues of socio-pedagogical
importance. Therefore, in order to develop an effective
solution to this problem, it is important to create a
scientific basis for preparing future teachers for the
collaborative pedagogical process.
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Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
Today, special attention is paid to the organization of a
person-oriented collaborative pedagogical process at
all stages of continuing education in Uzbekistan. The
reforms being implemented in the higher education
system require finding solutions to a number of
problems associated with the emergence of a new
educational paradigm and the acquisition of
professional skills by future teachers - leadership. The
need for future teachers to gain experience in
approaching the student as a fully-fledged subject of
the educational process is increasing. As a result,
future teachers will have the motivation to
independently design their activities, create author's
programs, and strive to demonstrate their professional
knowledge. In the higher pedagogical education
system, professors and teachers are also required to
closely cooperate in order for the subjects of the
educational process to master knowledge, practical
experience and technologies related to pedagogical
cooperation. As a result of mastering knowledge and
experience related to pedagogical cooperation, future
teachers will develop the competence to enter into
interpersonal value-based relationships. At the same
time, they acquire practical skills related to the
management of students' development processes. As
a result, they will be able to get acquainted with the
conditions associated with the organization of
collaborative pedagogical processes. To date,
innovative methods and mechanisms for organizing
collaborative activities have been developed in the
discipline of pedagogy. In the process of acquiring the
competence of organizing collaborative activities,
future teachers will be able to develop intellectually. As
a result, future teachers' cognitive activities will
develop and they will gain experience in applying
practical skills in their activities. In order to develop the
cognitive activities of future teachers, their perception,
attention, memory, thinking and practical actions will
be directed to collaborative activities.
As a result of organizing a collaborative learning
process, future teachers develop their professional
knowledge in this area. Among them, it is possible to
indicate the cooperation of future teachers with their
classmates and professors. Collaborative pedagogical
areas aimed at the professional development of future
teachers serve to develop the skills of joint discussion
of self-development educational tasks, discussion,
dialogue, and mutual support [8]. Gaining experience
in organizing a collaborative learning process requires
the future teacher to be able to search for innovative
technologies, master the principles of teamwork, and
acquire new knowledge in this area. In this case, future
teachers are required to learn the specifics of
organizing a collaborative learning process [7]:
- interaction between students and teachers;
- orientation of the learning process to the individual;
- ensuring the independence of learners in the learning
process;
- such as creating conditions for students to express
their thoughts freely.
Pedagogical cooperation forms feelings of mutual
respect,
tolerance,
sympathy,
support,
encouragement, and joint overcoming of difficulties in
future teachers. Future teachers should not
understand pedagogical cooperation as a form of joint
activity; it is an effectively organized cooperation, but
also serves to form feelings of mutual understanding,
support, satisfaction, and a desire for thorough
mastery of educational materials in both teachers and
students. These feelings serve to ensure the
effectiveness of the teacher's pedagogical activity. In
the professional development of future teachers,
studying knowledge on cooperative pedagogy and
gaining experience in using it is of particular
importance. As a result, the quality of creativity is
formed in future teachers. Professional creativity in a
Volume 05 Issue 11-2024
142
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
137-142
OCLC
–
1242041055
Publisher:
Master Journals
future teacher arises as a result of mastering
pedagogical knowledge. Therefore, the systematic
presentation of knowledge on cooperative pedagogy
in future teachers is of particular importance.
As a result of preparing future teachers to organize a
collaborative pedagogical process, the following tasks
will be solved in the future:
- students in the classroom effectively master
educational materials, acquire basic and subject-
specific competencies as a result of collaboration;
- an environment of active dialogue is created between
students and students, and between students and
teachers.
СОNСLUSIОN
As a result of future teachers' cooperation with
students during pedagogical practice, the skill of joint
search for knowledge is formed. Pedagogical
cooperation ensures success in fulfilling specific
educational tasks. In this case, future teachers act
together with students as subjects of joint activity.
Therefore, future teachers are required to have the
skills to model the results of the implemented joint
activity, to design it in advance, and to search for new
forms and situations. As a result of future teachers'
ability
to
organize
collaborative
pedagogical
situations, they have the opportunity to master all
forms of cooperation. Therefore, pedagogical
cooperation serves as a key factor in the development
of future teachers' professional competences.
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1.
Djuraev
R.H.,
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S.T.
Educational
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Inoyatov U.I. Theoretical and organizational-
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quality control of education in a professional
college: Diss. ... Dr. of Pedagogical Sciences. -
Tashkent, 2013. - P. 315.
3.
Turgunov
S.T.
Theoretical
foundations
of
management activities of principals of general
secondary educational institutions. - Tashkent:
"Fan", 2016.
4.
Koval N.N. On existing approaches to the
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Miroshina A.S. Management of the pedagogical
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Kharchenko E.S. Pedagogical management: impact
or interaction?// Scientific works of the Moscow
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Berdiev
G.
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