EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
122
METHODS AND TOOLS FOR PREPARING FUTURE TEACHERS FOR PROFESSIONAL
ACTIVITY BASED ON A HERMENEUTIC APPROACH
Eshnazarov Murod Karimovich
Lecturer at Termez State University, Uzbekistan
AB O U T ART I CL E
Key words:
Gender, gender culture, pedagogical
culture, social stratification, education system.
Received:
19.11.2024
Accepted
: 24.11.2024
Published
: 29.11.2024
Abstract:
This view was selected since there were
rare cases in the whole literature related to
teacher education. On the other hand, defining a
hermeneutic model could be expected to provide
a more objective and tangible of teacher education
nature and its configuration in the minds of those
who directly deal with or discuss it. The main
question for which this study tried to find an
answer was whether it was possible to present a
hermeneutic model for giving an operational
definition to teacher education. To answer the
question, the study followed a survey-qualitative
methodology: first the concept of teacher
education was investigated through archival
scrutiny and its definition deficiencies were
determined.
INTRODUCTION
Teacher education is a field of study that has increasingly come under scrutiny in recent times as the
expectations for the teaching workforce and the hopes for advancement in school learning are so often
tied to the perceived ‘quality’ of initial teacher education. It co
uld reasonably be argued that such
attribution is as a consequence of a particular conception of teaching and learning that ostensibly
portrays them as existing in a direct ‘cause and effect’ short
-term, immediately measureable, and linear
relationship. As a consequence, although perhaps not always stated as such, telling as teaching and
listening as learning (Loughran, 2010) persist. As a consequence, school teaching and learning is
simplistically portrayed as a ‘banking model’ (Freire, 1972), through which ‘rate of return’ and
‘substantive interest’ are linked to curriculum certainty delivered through transmissive teaching
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EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
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approaches (Barnes, 1976) designed to mitigate variability. Not only does such a situation cloud the
reality of the nature of schooling but it also leads to confusion about that which is reasonable to expect
of pre-service teacher education. According to Mehrvarz Bahambari and Rahimy (2016), quoting from
Bransford et al. (2000), many people who had difficulty in school might have prospered in their
learning, and had the new ideas about effective instructional practices been available at the time. Hoban
(2005) described two purposes of teacher education that he considered needed to be recognized, and
appropriately responded to, in structuring a meaningful teacher education program; they were to (i)
help pre-service teachers to learn about teaching because a connected program enables them to engage
in building their own knowledge; and, (ii) promote a point of view that teaching is a complex profession
influenced by many interconnected factors (Hoban, 2005, p.2). In addition, teacher education should be
held such that it is purposefully designed to create a pedagogic environment in which students of
teaching can experience the challenge, and are supported in further developing understandings of, and
approaches to, teaching that challenge: ‘telling as teaching’ and ‘listening as learning’ (ibid: Hoban,
2005).
Hermeneutics has a long history, yet remains relevant. Prior to the Protestant Reformation, textual
interpretation, including early Christian and Talmudic traditions, was primarily directed to biblical
exegesis. Reformation-era hermeneuticians countered the widespread belief that a central authority,
Church or State, governed meaning. This shift to regarding interpretation as democratic and
heterogeneous has had lasting impact on education. For the first time individuals themselves were
understood to be capable of deriving textual meanings, an idea that formed the basis of reader response
theories in the twentieth century (Rosenblatt, 1938, 1978). The word Hermeneutics is originated from
the Latinized version of Greek word “hermeneutice.” It becomes a part of language in 17th century, but
its base is philosophical. It is said that even Plato used this term in his famous and ever green
“Dialogues.” He treated it as knowledge of Sophia. According to Stanford Encyclopedia of Education,
“the term hermeneutics covers both the first order art and the second order theory of understanding
and interpretation of linguistic and non-
linguistic expressions.” This is not a new theory. It is dated back
to Greek Mythology and further in the Middle Ages and the era of Renaissance. It is basically treated as
a part of Biblical studies. A complete transformation of the discipline of hermeneutics was made by
Martin Heidegger the 1920s. In Heidegger’s view, “hermeneutics is not a matter of understanding
linguistic communication, nor is it about providing a methodological basis for the human sciences.”
Hermeneutics is
about the most fundamental conditions of man’s being in the world. Yet Heidegger’s
turn to ontology is not completely separated from earlier hermeneutic philosophies. Such a philosopher
saw hermeneutics as one of the bases for interpretation (Schleiermacher, 1938). The epistemological
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stance of the sociocultural turn defines human learning as a dynamic social activity that is situated in
physical and social contexts, and distributed across persons, tools, and activities (Rogoff, 2003;
Salomon, 1993; Vygotsky, 1978; Wertsch, 1991). Although rooted in divergent intellectual traditions,
several compatible theories have helped explicate this turn. Theories of situated cognition argue that
knowledge entails lived practices, not just accumulated information, and the processes of learning are
negotiated with people in what they do, through experiences in the social practices associated with
particular activities (Chaiklin & Lave, 1996; Lave & Wenger, 1991; Wenger, 1998). Moreover, social
activities are regulated by normative ways of reasoning and using tasks and other resources in
collective activity, or what Lave and Wenger (1991) have termed a community of practice. Thus, the
knowledge of the individual is constructed through the knowledge of the communities of practice
within which the individual participates. Sociocultural theories also argue that the way in which human
consciousness develops depends on the specific social activities in which people engage. However, in
order to understand human learning, or higher cognitive development, one must look at the social
activities that the individual engages in and see how they reappear as mental activities in the individual
(Lantolf, 2000; Lantolf & Appel, 1994; Leont’ev, 1981; Vygotsky, 1978, 1986; Wertsch, 1985, 1991)
.
Learning, therefore, is not the straightforward appropriation of skills or knowledge from the outside in,
but the progressive movement from external, socially mediated activity to internal mediational control
by individual learners, which results in the transformation of both the self and the activity. And because
social activities and the language used to regulate them are structured and gain meaning in historically
and culturally situated ways, both the physical tools and the language practices used by communities
of practice gain their meaning from those who have come before. Critical social theories support the
notion that social activities simultaneously reflect, create, and recreate historically situated ways of
knowing, social relations, and material conditions (Bourdieu & Passeron, 1977; Foucault, 1980;
Habermas, 1998).
Teacher Education is now passing through the age of changing (Ambe, 2006). There is a big paradigm
shift from traditional teachers training to online teachers training and developing strategies for e-
learning. Beside these advances, there is another debate of addressing culture issues in teacher
education (Bannick & Dam, 2007). Major educational reforms are unable to address the issues of
multiculturalism and multicultural needs of future teachers. The review suggests that teacher education
is problematic and that it is not possible to de contextualized multicultural teacher education from other
problems of teacher education that arise in actual field (Boyle, 2005). While reviewing the work of
previous multicultural teacher educators raises questions about the growth of the field and the quality
of that growth. Current multicultural teacher education scholarship is beginning to balance the
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
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experimental and quasi-experimental and casual comparative research that has been prominent with a
more qualitative case literature that uncovers the wisdom of practice. The increased use of
autobiography, restructuring of field experiences, examination of situated and culturally specific
pedagogies, and the return of the researcher to the classrooms of experts are resulting in the
development of a critical multicultural teacher education (Bruna, 2007).
The overlap between the main issues in hermeneutics and teacher education can bring us to a model by
which the “hermeneutics of teacher education” seems to be definable. Figure (1) illustrates how the
“hermeneutics of teacher education” includes its inner components arranged in a top
-down manner.
Accordingly, a team work of “knowledge” and “skill” can result in the production of “curriculum” in
which all aspects have been included and taken into account. Provided that a comprehensive curriculum
exists as a result of expert team works regarding teacher education, the necessary condition will emerge
named “cognition” which seems to be the very foundation of Teacher Education Hermeneutics. Here,
the term “cognition” may not be directly attributed to human ability to distinguish various phenomena;
however, it refers, here, to a collection of all those necessary elements of knowledge and skillfulness
that are needed to provide a well-fit background of teacher education. This background seems to be
lacked in many teacher training systems round the world about which scholars have written a lot.
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