European International Journal of Pedagogics
69
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
69-72
DOI
3
OPEN ACCESS
SUBMITED
31 May 2025
ACCEPTED
27 June 2025
PUBLISHED
29 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Professional Training of
Future Signed Teachers
Based on An Integrative
Approach
Khayitov Lazizbek Rustamjon oglu
Associate Professor, Doctor of Philosophy (PhD) in Pedagogical Sciences,
Kokand State University, Uzbekistan
Abstract:
This article aims to determine the importance
and effectiveness of an integrative approach in the
professional training of future sign language teachers.
The increase in the number of children with hearing
impairments in the modern education system and the
complexity of their educational needs necessitate the
use of new approaches in the training of sign language
teachers. An integrative approach allows the formation
of comprehensive professional competence by
combining knowledge from various disciplines and
practical areas. The article also analyzes the theoretical
foundations of pedagogical, psychological and medical
sciences, studies foreign and domestic experience, as
well as conducts practical observations and expert
assessments. An integrative approach allows for the
strengthening of theoretical knowledge of sign language
teachers, the development of practical skills and the
ability to use modern technologies. This approach
ensures the readiness of future specialists to effectively
operate in an inclusive educational environment.
Keywords:
Integrative approach, surdopedagogy,
professional training, hearing impairment, special
education,
inclusive
education,
pedagogical
competence, interdisciplinary approach, practical skills,
modern technologies, educational methodologies.
Introduction:
Professional training of future teachers of
the deaf based on an integrative approach is of great
importance in the modern education system. This
approach is aimed at training specialists by combining
different fields of knowledge and providing a
comprehensive approach.
The integrative approach combines theoretical
European International Journal of Pedagogics
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European International Journal of Pedagogics
knowledge and practical skills in deaf education. This
approach combines the achievements of the fields of
psychology, pedagogy, medicine, linguistics and
technology, creating a comprehensive educational
program.
There are several important areas in the training of
deaf teachers. First, it is necessary to deeply study the
psychological characteristics of children with hearing
impairments. Second, skills in using special methods
and technologies are formed. Third, issues of working
with families and social adaptation are studied.
Nowadays, digital technologies play a major role in
deaf education. Skills in working with hearing aids,
cochlear implants and special software are necessary
for future specialists. The ability to effectively use
visual and communicative tools and multimedia
materials is also formed.
Continuous practical training and internships are
organized to apply theoretical knowledge in practice.
Experience in working in special schools, rehabilitation
centers and family environments is gained. This
process plays an important role in forming the
professional competence of future deaf educators.
Hearing educators must work in collaboration with
other specialists - audiologists, speech therapists,
psychologists and social workers. Therefore, in the
process of professional training, teamwork skills and
the ability to integrate with other areas are developed.
According to a modern approach, deaf educators must
prepare to work in an inclusive educational
environment. This ensures the adaptation of children
with hearing impairments to general education schools
and the realization of their full potential.
Professional training based on an integrative approach
ensures the formation of deaf educators as highly
qualified specialists who meet modern requirements
and provide the opportunity to provide effective
assistance in the process of education and
development of children with hearing impairments.
In order to substantiate the principles of the didactic
system of professional training of future sign language
teachers based on an integrative approach, it is
necessary to determine the specifics of the
professional activity of a graduate of a higher
educational
institution
and
the
objective
characteristics of the structure of the educational
process. They are as follows:
1.
The holistic process of education is
summarized by the stages of its time distribution. A
student of the special pedagogy of surdopedagogy
must be able to analyze each stage of the educational
process. The continuity of the learning process and the
contradiction between the stages is an integrating
factor of education.
2.
The substantive aspect of the student's
education process is characterized by structural multi-
subjectivity, reflecting the essence of the primary
education stage. The need for fundamental theoretical
multi-subject training is in conflict with the limited
scope of the educational process. The idea of
developing education puts the task of intellectual
development, which includes the ability of a person to
independently search for and assimilate new
information, first of all. The main emphasis is shifted
from memorizing educational information sufficient for
professional activity to its deep understanding, and the
formation of skills for the creative application of this
information in practice.
3.
As a teaching model of the theory, each
academic discipline has its own logical-structural basis
(the logical-structural basis is the expression of the
principles of the theoretical basis of the discipline).
Based on the logical-structural basis, the distribution of
academic disciplines by time occurs. For example,
significant differences in the principles of constructing
linguistics
and
biology
determine
objective
contradictions in the teaching process.
4.
The worldview characteristic of the process of
holistic training of future surdopedagogues based on an
integrative approach is a priority.
The process of training future sign language teachers
based on an integrative approach is a multi-layered
education, all components of which are interconnected
and mutually influence each other, the absence of any
of them in a future teacher necessarily leads to an
imbalance in the structure of the specialist's personality.
The development of professional training of future sign
language teachers based on an integrative approach is
associated with the development of professional
competencies in them. In turn, professional
competencies are interconnected as follows:
with a set of professional knowledge, skills and
generalized methods of action necessary to fulfill the
qualification requirements for performing tasks in
professional activities and solving typical (simple)
problem situations;
with technical tasks in the field of professional activity,
which allow us to say that the subject has experience;
with a developed system of formed personal qualities
that determine the successful activity of a person in the
professional field.
Thus, having analyzed the scientific works, we come to
the first intermediate conclusions that are important for
the study:
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European International Journal of Pedagogics
1) in the modern world educational environment, the
term "education" is interpreted in a very broad sense -
as a system of training, upbringing and development of
a person in order to form a civil, professional, creative
personality; this is also naturally reflected in the Law of
the Republic of Uzbekistan "On Education";
2) the educational process is recognized by researchers
as the basis of the activities of a higher educational
institution aimed at achieving educational results
planned by the state, based on the triad of education,
upbringing and personal development;
3) the essence of the professional training process in a
higher educational institution is the formation of
professional competencies related to:
with readiness for technologically organized solution
of professional problems (understanding the problem,
selecting information, analyzing it, planning actions,
attracting resources, correctly assessing the results
obtained and quickly correcting one's actions in
connection with the problems that have arisen);
with the ability to act meaningfully and purposefully in
accordance with the professional tasks being solved, to
choose the only correct, acceptable way to solve them
based on available resources;
with the ability to implement constructive experience
accumulated during studies, which is necessary and
helps to qualitatively fulfill qualification requirements;
with the values of development adopted by the
graduate, lifelong learning, professional self-
education, acceptance of norms and professional
behavior, etc.
Reform of the higher education system, a deep social
crisis, the expansion of private sectors of production,
the tendency to globalization and the business
environment in modern conditions have put forward
new requirements and criteria for the professional
competence of students. The problem of professional
motivation, first of all, is answered in the process of
modernization of education and social changes taking
place in modern society. The presented arguments call
for a modern teacher to continuous professional
development, growth, the implementation of
qualifications and skills during his work, and are a
guarantee of competitiveness in the unusual
conditions of the modern labor market.
In the psychological and pedagogical literature,
professional motivation is interpreted differently:
according to the theory of the hierarchy of motives, as
a set of needs, interests, and professional realization
that motivate professional activity, professional self-
awareness, professional development;
as an internal factor of the development of personality
and professionalism, as a high level of its formation, as
a possibility of effective development of the culture and
education of the individual, as a basis for the
development of the personality of a specialist;
as a factor influencing the successful adaptation of the
student to effective educational activities, optimization
of certain components of his orientation in the process
of
professional
preparation
for
cognitive
or
understanding activities;
the relevance of activity theory to the internal driving
factors
of
personality
and
professionalism
development.
Based on the analysis, it can be said that professional
development is a process of deepening professional
knowledge and skills, the successful completion of
which allows you to perform more complex work within
a certain profession, specialty. The legal basis for the
development of professional competence of future sign
language teachers based on an integrative approach is
determined by the Law "On Education" and other
regulatory documents. Their provisions are determined
by regulatory and legal acts of executive authorities,
primarily by resolutions of the Government of the
Republic. According to them, the goals of higher
education are to consistently develop the level of
professional and general education of future specialists,
to train highly qualified specialists. The professional
training of students can also be developed through
meetings, round tables, events, master classes, study of
the activities of experienced teachers, and cooperation
with other educational institutions aimed at developing
specialized disciplines, various professional activities. In
this case, conditions are created for students who do
not have basic professional and methodological
knowledge to undergo practical training. Therefore,
professional training is the process of systematic
acquisition of practical knowledge, skills, and
competencies necessary to perform a specific task, a
group of tasks in a specific field of activity. The current
stage of development of modern higher education, the
process of professional training of students in state and
non-state higher education institutions imposes
qualitatively new requirements on its organization,
content, and methodology, and suggests modern
approaches to increasing its effectiveness. A
constructive and realistic strategy of action in the field
of higher education should be based on a thorough
analysis of professional needs, taking into account the
long-term prospects for the socio-economic, scientific-
technical, and cultural development of the country and
the world. Historical and pedagogical analysis of
students' professional competence shows that the
transition to a new system of socio-economic relations
is accompanied by a process of abandoning stereotypes
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European International Journal of Pedagogics
of traditional professional forms. The new image of the
profession chosen by students as a psychological and
pedagogical phenomenon has a great impact on the
process of professional training of specialists in the
higher education system. The processes of developing
students' professional competence in higher education
determine the organization, content and methods of
education. At the same time, it requires the
development of higher education policy, the
restoration of the state's responsibility and active role
in this regard, and the establishment of a system of
comprehensive use of scientific and practical programs
to organize the educational process in universities
based on modern approaches.
So, professional training is a set of special knowledge,
skills and qualifications that provide effectiveness in
performing tasks in a particular field of activity. In
some literature, professional training is referred to as
the process of teaching the skills necessary to perform
a specific job, group of tasks. The development of
professional training is the process of acquiring new
and additional knowledge in the main and relevant
profession, specialty.
In order to successfully implement the training process
of future surdopedagogues based on an integrative
approach, it is necessary to take into account that
training, like any other type of activity, is a multi-
component system and has its own structure, form,
and methods of organization.
“In order to successfully implement the training
process of future sign language teachers based on an
integrative approach, it is necessary to take into
account that training, like any other type of activity, is
a multi-component system, having its own structure,
form, and methods of organization. In-depth study of
the integrative foundations of disciplines should be
combined with the ability to apply the acquired
knowledge to solve problems that arise in the process
of professional activity. This does not occur solely on
the basis of accumulating integrative knowledge about
individual disciplines. The integrative approach
connects knowledge about the essence of the
discipline with knowledge of methods for its creative
transformation. The integrative approach creates
conditions for the synthesis of previous knowledge. An
important function of the integrative approach is the
regulatory function of practice, the function of the
constructive principle.
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