EIJP ISSN: 2751-000X
VOLUME04 ISSUE11
240
MECHANISMS FOR ORGANIZING COLLABORATIVE PEDAGOGICAL ACTIVITIES OF
FUTURE TEACHERS
Sholpan Allanazarova
Associate Professor of the Department of "Pedagogy and Psychology" of Karakalpak State University,
Uzbekistan
AB O U T ART I CL E
Key words:
Teacher, cooperation, student,
emotion didactics, discussion, thought,
communication.
Received:
20.11.2024
Accepted
: 22.11.2024
Published
: 30.11.2024
Abstract:
This article focuses on exploring the
mechanisms
for
organizing
collaborative
pedagogical activities in the preparation of future
teachers. It examines various approaches and
methodologies for fostering effective collaboration
among teachers, students, and other educational
stakeholders within the context of teacher
training. The article highlights key principles of
collaborative pedagogy, its application in
educational settings, and the benefits it brings to
the professional development of future educators.
Additionally, it discusses the role of modern
technologies and interactive methods in
organizing pedagogical activities. The research
explores strategies for enhancing communication
and methodological skills, promoting teamwork,
and problem-solving abilities essential for future
teachers.
INTRODUCTION
The learning process is an opportunity to organize the collaborative activities of
students, which is organized in order to accelerate the decision-making of students in the class on a
specific issue. We tried to pedagogically substantiate the fact that debate has a great potential for the
intellectual development of students and instilling moral norms in them. At the same time, debate as a
didactic situation is aimed at ensuring the acceleration and quality of the learning process based on the
collective, natural research of students. In a special group where debate situations are organized,
pedagogical and psychological impact is exerted on students with the help of didactic tools.
MЕTHОDS
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-49
Pages:240-245
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
241
The famous scientist J. Piaget emphasized that during the educational discussion, a student, discussing
a certain issue with his peers, is freed from egocentric thinking and learns to take into account the points
of view of others.
K. Lewin's research is of great importance in scientifically substantiating the educational discussion.
According to the scientist, group discussion helps to establish social relations among students.
Also, a favorable learning situation is created for them to express their personal, emotional abilities in
the process of learning. The fact that each student enters the educational discussion on the basis of
expressing their feelings ensures that they establish sincere communication with their classmates and
the teacher during the research process. Students are happy that they have understood the problem to
a certain extent. The personal participation of students in the solution of each issue during the
educational discussion ensures their intellectual development. As a result, students develop curiosity,
interest, a sense of satisfaction with acquiring knowledge, a desire for collective activity, and ease in
addressing each other.
Students' collaborative activities should be organized on the basis of equal partnership. This is an
important guiding factor in organizing the process of educational discussion, which allows for free
discussion, encouraging students to search and think in finding solutions to problems. In this process,
students acquire the skills to transfer their acquired experience and values to each other, and to
determine their future.
Students engage in joint educational activities in the process of addressing their partners. Tasks that
serve to identify different points of view of students should be related to a specific problem. Such tasks
form the personal and intellectual relationships of a group of students working together. Therefore,
discussing a controversial problem in a lesson is effective in many ways. If the teacher organizes the
natural individual activity of the students in cooperation, a dialogue based on mutual equality will arise
between them [2].
RЕSULTS АND DISСUSSIОN
Problematic tasks, along with accelerating the thinking process of students, also encourage them to
search for solutions. As a result of thinking about solutions to problems during the educational
discussion, students' thinking develops rapidly. This paves the way for preparing them for social life.
Students begin to acquire the skills of independent management of their behavior. Students become
spiritually ready to discuss educational tasks during the educational discussion. During the educational
discussion, students develop intellectual stability, develop research skills, and develop a need for new
research.
The relationship between the teacher and students during the discussion should be based on mutual
equality. The formation of hypotheses together with the students and the discovery of each student in
this process by the teacher ensures the effectiveness of the educational discussion. To organize an
educational discussion, the teacher should ask students questions and listen carefully to the answers to
these questions in various options [3]. As a result of the interaction between the teacher and students,
an atmosphere of mutual trust and openness is created. Within the framework of such a relationship,
the student acquires the skills to clearly see the development of his point of view, critically evaluate the
points of view of his partners, distinguish and defend his point of view. This ensures the independence
of students' thinking. It teaches them to explain and prove their opinions with evidence. At the same
time, the educational discussion allows students to coordinate questions and answers to them,
distinguish correct views and points of view, compromise, find fair approaches among different points
of view, and substantiate them.
Educational discussion is an important means of solving pedagogical and psychological problems in the
classroom. It encourages students to work in groups, think consistently, and recognize the true views
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
242
and approaches of their partners. At the same time, it instills a sense of democratic approach to
problems, responsibility, and compromise.
The teacher, performing the role of the organizer of the discussion process, must ensure that students
themselves can ask questions, discuss them, and make decisions. He must strive to increase the
independence of students using the most convenient means, create a favorable environment for
ensuring intellectual equality, and create conditions for a free exchange of ideas.
If the teacher creates a favorable pedagogical situation for ensuring intellectual equality among
students, conditions for a free exchange of ideas will be created during the educational discussion [4].
The achievement of quality indicators during the educational discussion is ensured. The contradictions
that arise during the educational debate contribute to the improvement of educational goals. Students
have the opportunity to rebuild their relationships with their classmates during the debate. They
acquire the skills of being patient, attentive, engaging in dialogue, seeing their own shortcomings and
overcoming them during collaborative learning activities.
In the collaborative pedagogical process, students can put forward their hypotheses individually. On
this basis, they choose strategies for jointly solving educational tasks. As a result, they enter into
interaction and discussion with each other. In this situation, the role and significance of rules, methods,
conclusions change. This situation arises in the process of collective activity and makes it possible to
make adjustments to it. This, in turn, creates conditions for each student to pave the way for himself
and consciously apply scientific knowledge. It also helps them to engage in collaborative creative
activity. This requires attention to the initiative and independence of each student. This becomes the
basis for the use of new strategies in the collaborative pedagogical process. In this process, students are
given problematic tasks that stimulate them to collaborative activity. Special tasks of a creative nature
should be complicated from class to class. This requires improving the mental processes of students. In
particular, the goal is achieved by expanding their imagination. For this purpose, it is necessary to
allocate a large place to role-playing games in the pedagogical process of cooperation. Such role-playing
games allow students to develop behavior. On this basis, students' perception, imagination and creative
activity develop [5].
The didactic goal of the cooperative pedagogical process is to ensure the general development of
students. To achieve this goal, it is necessary to pay attention to the following situations:
1. The development of students' spiritual direction embodies intelligence, will and emotions. The
development of intellectual activity requires the classification of objects and concepts: joint analysis of
the conditions of tasks and problems, formation of conclusions, etc. Forming generalizations guides
students to use inductive and deductive methods. Knowledge, skills and competences are manifested
as a means of teaching and organizing a collaborative learning process. The main requirements for the
content, methods, and forms of the collaborative pedagogical process determine the effectiveness of the
system and ensure the comfortable and general development of students.
2. In order to organize the cooperative pedagogical process at a high level, it is possible to achieve the
expected efficiency based on the application of the necessary strategies for overcoming difficulties and
conflicts. Measures aimed at eliminating difficulties should be developed taking into account the
individual level of development of each student.
3. It is necessary to implement the principle of the leading position of theoretical knowledge in
educational and methodological complexes and adhere to the principle of intensive teaching of
educational materials. This approach ensures the quality of education It is of particular importance
because it has the ability to. Students should not rush in the process of consolidating knowledge, and at
the same time not get stuck in one place. Familiar knowledge, concepts, information should be
perceived in connection with newly acquired ones. Presenting educational materials to students in this
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
243
way helps them to develop their learning helps them understand the demands placed on them by the
learning process.
4. One of the main goals of the collaborative pedagogical process is to ensure the enrichment of teachers'
daily activities and students' knowledge. The methodological system of teaching is of particular
importance as a holistic system, as it is multifaceted and incorporates the features of teaching all
academic subjects.
The ability to provide students with educational materials within the framework of various academic
subjects, to have a holistic impact on their development based on ensuring the typical specificity of the
methodological system and compliance with didactic principles Creating situations that foster success
is required to achieve collaboration between teacher and students and between students and students
[6].
When selecting the content of education, it is necessary to take into account the simultaneous
development of students' mental and physical activity methods, the organization of their successful
future-oriented activities in mastering the content of the educational process, their understanding of
educational exercises, the establishment of cooperative relations between teacher and student, student
and student, and the effective functioning of each student in situations of success.
Intellectual and physical exercises intended for students are improved by the teacher on the basis of
the introduction of new forms, methods and techniques of teaching. Such tools include tasks intended
for cooperative learning, logical exercises, questions and tasks dedicated to familiarizing students with
the environment, tasks aimed at monitoring and evaluating each other, and group exercises.
Relying on the principle of cooperation when selecting intellectual and physical exercises allows you to
achieve the expected effectiveness. Because with the help of collaborative learning technology, the
following tasks are solved in the educational process:
- helping students to fully realize their intellectual and physical abilities, creating conditions for them
to demonstrate their individual characteristics;
- forming in students the personal qualities necessary for them to carry out collaborative activities and
enter into mutual communication;
- ensuring the mental and emotional well-being of each student in the process of collaborative activities,
etc.
Today, there is a lot of talk about the fact that the results of collaborative learning activities of students
are not sufficiently effective. Ways and methods are being sought to ensure this effectiveness.
As is known, the student's educational activity has a gradual, consistent development, and for this he
must, first of all, master the experience of engaging in this activity. Because a person needs to have the
necessary experience to achieve efficiency in a certain activity. The student's educational activity must,
first of all, be directed at himself. Students must not only acquire knowledge, but also learn the methods
of mastering it.
When students master the skills of reading, writing, arithmetic, and performing physical exercises, they
must first change their behavior, adapt to the learning process. Only then will they master the cultural
environment surrounding them through educational and mental activities. The student compares his
previous and current image as a result of his analytical activity. The personal changes of students are
manifested as their achievements.
A student's unique situation in his educational activity is manifested in self-analysis, monitoring his new
achievements and noting changes. In order for each student to be able to say, "I could not do this", "I
can do this", "It happened", "I achieved", he must be able to deeply analyze his own and his classmates'
educational activities. To do this, he must be able to evaluate his own and his classmates' achievements
and changes in their activities. To do this, the student must be able to change at the same time. Most
importantly, he must implement this change himself. If the student can analyze the changes in himself
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
244
and his classmates through improved educational activities, he can develop himself. This indicates that
the students are mentally prepared for educational activities and are engaged in this activity. When
analyzing the educational activities of students, we should also pay attention to how they evaluate
themselves. Through their own assessment activities, students can determine the extent to which they
have mastered knowledge, skills, and competencies. Only then will it become clear how effectively they
have performed the required methods of action. As a result, they gain experience in using these methods
effectively in performing many practical tasks. Thus, assessment is a reference tool for determining the
results of students' own activities. Such learning activities have a significant positive impact on the
development and level of mastery of the student. If the teacher has incorrectly organized the
collaborative learning activities of students, assessment will not be able to fulfill all its tasks [7].
Collaborative learning activities should begin with an analysis of personal changes in students. When
the teacher assesses students, students learn to evaluate the results of their own and their classmates'
activities.
The collaborative learning activities of students have their own specific components. Each component
is closely interconnected with the other.
Including:
1) learning task - this includes what students should master in the process of joint activity and the
methods of mastering them;
2) learning actions - this indicates what students should do in the process of joint learning actions, the
formation of a mastered action model and the ability to perform this action;
3) control actions - in this process, students compare their own actions with those in the model;
4) evaluation actions - are reflected in determining the results achieved by students in the process of
joint activity, assessing the level of changes in them.
This content of educational activity is considered its full form. This structure of educational activities is
formed step by step. For elementary school students, the formation of such a structure of educational
activities is carried out in a long-lasting cooperative didactic process.
СОNСLUSIОN
The development of collaborative activities of the subjects of the educational process should be based
on certain principles. The openness of the educational process, its basis on a competency-based
approach, the priority of project and team approaches in it, the selection-based identification and
demonstration of leaders, the successful implementation of new approaches in practice, the targeted
orientation of complex solutions, and the operational nature of the adopted solutions are of great
importance.
RЕFЕRЕNСЕS
1.
Piaget Jean "Speech and Thinking of the Child" Pedagogy-Press 2019.- 528 p.
2.
Buryakova V.V. Discussion in a Modern Lesson: Method. recommendations. - M .: MGIMU, 2019. 160
p.
3.
Dyachenko V.K. Cooperation in Learning: On the Collective Method of Educational Work: Book for a
Teacher. - M .: Education, 2011. 192 p.
4.
Safarova R, Yusupova F. and b. Theoretical-practical approaches to the formation of cooperative
activity skills in students based on mutual friendly relations. T. Science and Technology Publishing
House, 2012. - 115 p.
5.
Safarova R, Yusupova F. and o. Principles and parameters of organizing the process of formation of
cooperative activity skills in students based on mutual friendly relations. T. Science and Technology
Publishing House, 2013.
–
142 p
6.
K. Levin Resolution of social conflicts., 2010
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
245
7.
Dyachenko V.K. Cooperation in learning: On the collective method of educational work: Book for a
teacher. - M.: Education, 2011. - 192 p.
8.
Dilova N.G. As a means of learning, the mechanism of learning should be used to create a collective
educational workflow. Pedagogy of the Faculty of Philosophy (PhD) diss. author. - Nukus.,2018. - 50
p.
