Volume 05 Issue 11-2024
113
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
113-116
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
In the article, the theoretical-methodological foundations of the development of accountability skills in the
professional activity of future pedagogues, the system of development of accountability skills in preparing future
pedagogues for professional activity based on independent education, in the preparation of future pedagogues for
professional activity based on independent education The effectiveness of developing accountability skills has been
studied. Pedagogical bases and priorities for developing accountability skills in preparing future pedagogues for
professional activities were also analyzed.
KEYWORDS
Future pedagogue, technology, competence, improvement, pedagogical, technological, model, didactic, form,
method, tool, assessment, creative thinking, professional activity, independent education, accountability skills.
INTRODUCTION
Today, preparing future teachers for professional
activities and, based on this, improving the quality of
education remain among the most pressing
educational challenges. Modern education, which
reinforces the principle of individuality and humanism,
adds a new dimension to pedagogical activities by
creating conditions to enhance and realize the
personal development of the educational process
participants
—
students and teachers. In such an
environment, professional interest becomes a core,
systematic compone
nt of a teacher’s motivational
field, and professional activity gains a new meaning as
a domain of personal self-awareness.
METHODS
Research Article
THE SOCIO-PEDAGOGICAL NECESSITY OF PREPARING FUTURE
PEDAGOGUES FOR PROFESSIONAL ACTIVITY
Submission Date:
November 09, 2024,
Accepted Date:
November 14, 2024,
Published Date:
November 19, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-11-23
Meliqoziyev Abrorjon
Researcher at Fergana 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
114
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
113-116
OCLC
–
1242041055
Publisher:
Master Journals
The issues related to the development of professional-
pedagogical training for future teachers have been
explored to some extent by scholars such as O.A.
Abdullina, L.V. Andropova, Y.K. Babanskiy, V.P.
Bespalko, S.Y. Batishev, YE.M. Borisova, I.V. Grishina,
E.F. Zeyer, I.A. Zimnyaya, V.A. Kan-Kalik, Ch. Crook, K.
Daphne, L. Galliani, E.C. Jansen, M. Nentwich, A.
Pritchard, W. Richardson, R.X. Djurayev, A.R.
Khodjabayev, U.I. Inoyatov, N.A. Muslimov, Sh.
Qurbonov, Q.T. Olimov, E.O. Turdiqulov, M.B.
O'razova, J.A. Hamidov, Z.K. Ismailova, X.F. Rashidov,
O'.Q. Tolipov, Sh.S. Sharipov, D.O. Khimmataliyev, O.E.
To'raqulov, B.A. Nazarova, B.S. Nuridinov, and others.
Additionally, researchers such as A.A. Abduqodirov,
M.M. Aripov, U.Sh. Begimqulov, R.H. Jo'rayev, F.I.
Zakirova, R.D. Shodiyev, N.I. Taylaqov, and U.M.
Mirsanov have examined methods for utilizing
electronic resources in organizing independent
learning and the challenges of implementing distance
learning technologies.
RESULTS AND DISCUSSION
In the process of globalization, training future teachers
involves educating individuals in a comprehensive
manner, fostering qualities of excellence and expertise
as qualified specialists. The fast-paced nature of the
current era requires equipping students with concise
and essential information and creating the necessary
conditions for them to thoroughly master different
aspects of various subjects.
In modernized education, the aim is to use every
opportunity within the learning process to foster
personal development, socialization, and the ability to
think independently, critically, and creatively. Such
education, which embodies these qualities, is referred
to as learner-centered education.
The Explanatory Dictionary of the Uzbek Language
defines “profession” as “a specific field or type of
human labor that requires certain experience and
preparation; craft.”
In the dictionary of pedagogical science, the term
“profession” is defined as “a type of human activity
that enables an individual, through special preparation
and work experience, to acquire theoretical
knowledge, practical skills, and abilities necessary for
carrying out professional work in a specific field, and to
ensure physical capability, intellectual ability, and legal
rights.”
Various pedagogical scholars have addressed issues
related to career choice and the formation of
professional activities. For example, Professor J.
Hasanboyev focuses on professional activity in the
preparation of future specialists and defines
professional function as the ability to operate within
one’s field and apply acquired knowledge in practice
effectively.
In his book, The Teacher’s Ethics, Profess
or M. Ochilov
emphasizes the ethical norms and requirements
specific to those engaged in a particular field, referring
to these as professional ethics. He stresses the need to
foster high moral qualities in preparing future teachers
for professional activities.
In his research, pedagogical scientist A. Kholiqov
describes teaching as a “system of socially valuable
qualities that drive human development.” Researcher
B.X. Rakhimov, meanwhile, has explored the
professional cultural relations of future teachers,
viewing these as essential for achieving positive
interpersonal interactions that enhance personal
development.
G. Boymurodov, another researcher, emphasizes that
“the effectiveness of preparing for the teaching
profession lies in mastering subjects deeply and being
able to see practical results.” Studies by these scholars
Volume 05 Issue 11-2024
115
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
113-116
OCLC
–
1242041055
Publisher:
Master Journals
reveal that preparing future specialists for professional
activities is a complex, multifaceted process.
Pedagogical scientist N.M. Egamberdiyeva, in her
research, underscores the necessity of “professional
maturity” for every specialist, describing it as a holistic
system encompassing “pedagogical culture, cre
ativity,
pedagogical
insight,
pedagogical
knowledge,
individual activity, humanitarian orientation, and social
engagement.”
Professor N. Muslimov, in his doctoral dissertation,
outlines thoughts on organizing professional activities,
stating that “the pres
ence of professional qualities in a
person is reflected in their development as a specialist,
which takes place in stages in a sequential manner.”
The issue of improving the professional training of
future teachers and studying their success in
pedagogical activities has also been explored by many
international scholars. For instance, E.F. Zeyer has
studied the most complete psychological forms of
professional development within the process of self-
management in a modern social and economic
context, viewing professional training as a central
component of professional activity structure.
M.I. Lukyanova understands professional preparation
as developing high-level professional skills based on a
teacher’s psychological
-pedagogical potential and the
ability to establish effective relationships with
students.
According
to
the
Pedagogical
Encyclopedia,
independence is defined as an essential quality of an
individual, characterized by two aspects: first, the
accumulation of knowledge, skills, and abilities; and
second, the individual's influence on objects,
phenomena, and processes, as well as relationships
with others. In his research, S.Y. Akhmadaliev notes the
lack of a definitive view on professional independence
in pedagogy.
Research indicates that S.Y. Batishev suggests that
students develop their professional independence by
planning work sequences, seeking methods to achieve
goals, organizing their work scientifically with modern
tools, and solving challenges independently.
G.I. Ajikin defines “professional independence” as “the
ability of a future specialist to adapt to modern
working conditions with deep and comprehensive
knowledge, skills, and technical thinking in their field,
predict current and future challenges, accurately
assess requirements and conditions, and find optimal
solutions.”
Several scholars, including N.V. Kuzmina, K.K.
Platonov, and V.A. Slastyonin, have emphasized that
every person should carry out their work under the
guidance of independent thought. From the
perspective of professional st
ability, future teachers’
independence begins in the early stages of
professional-pedagogical activities.
CONCLUSION
Observations and experiments conducted during this
research reveal that pedagogical skills are relatively
underdeveloped among students in the initial stages.
No unified system of professional-pedagogical
freedom exists in the theory and practice aimed at
fostering the professional stability of future teachers.
Thus, there is a clear need to develop a methodology
that enables the formation of professional-
pedagogical independence in future teachers. This
methodology should aim to equip future teachers with
comprehensive knowledge, stage-wise pedagogical
methods, an inclination toward independent learning,
and the psychology of being stable and competitive
professionals.
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Volume 05 Issue 11-2024
116
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
113-116
OCLC
–
1242041055
Publisher:
Master Journals
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