European International Journal of Pedagogics
127
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
127-129
DOI
OPEN ACCESS
SUBMITED
24 December 2024
ACCEPTED
26 January 2025
PUBLISHED
28 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Ways to Improve the
Professional and
Methodological
Competencies of Future
Biology Teachers
Salimova Sarvinoz Farxodovna
Buxoro state pedagogical institute (Phd), Uzbekistan
Abstract:
Developing professional and methodological
competencies is critical for future biology teachers
preparing to navigate the complexities of contemporary
classrooms. This study investigates strategies aimed at
enhancing prospective educators’ abilities to plan
effective lessons, apply diverse instructional methods,
and foster scientific inquiry among students. A mixed-
method design was used to explore the impact of
targeted training modules, microteaching sessions, and
collaborative reflection on pre-
service teachers’
pedagogical
growth.
Quantitative
findings
demonstrated a statistically significant increase in
lesson quality and content mastery following the
intervention,
while
qualitative
data
revealed
heightened self-confidence and improved classroom
management strategies. Results underscore the
importance of well-structured teacher preparation
programs that integrate both theoretical and hands-on
learning experiences. Recommendations include
expanding
inquiry-based
activities,
fostering
interdisciplinary
collaboration,
and
providing
continuous feedback through peer mentoring. These
findings contribute to ongoing discourse on teacher
education and offer practical insights into refining
teacher-training curricula in the field of biology.
Keywords:
Biology teacher education, professional
competencies, methodological competencies, pre-
service teachers, pedagogy, teacher training.
Introduction:
Biology, as a foundational science subject,
plays a pivotal role in shaping students’ understanding
European International Journal of Pedagogics
128
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
of the living world and promoting scientific literacy. In
an era marked by rapid technological advancements
and shifting educational demands, the competencies
required of biology teachers extend beyond subject
knowledge. They must also be adept at deploying
varied instructional methods, designing engaging
lesson plans, and guiding learners through inquiry-
based activities that foster critical thinking and
problem-solving
skills.
These
pedagogical
proficiencies
—
collectively referred to as professional
and methodological competencies
—
are integral to
effective teaching and learning in the biology
classroom.
However, many teacher preparation programs
struggle to equip future educators with practical
teaching skills while maintaining rigorous theoretical
grounding in educational psychology and science
pedagogy. Research suggests that bridging this gap
involves a multifaceted approach that combines
theoretical instruction, guided teaching practice, and
opportunities for reflective collaboration (Shulman,
1987;
Darling-Hammond,
2014).
This
study
investigates specific strategies aimed at bolstering the
professional and methodological competencies of pre-
service biology teachers. By examining the effects of
targeted training modules, microteaching exercises,
and collaborative reflection sessions, the study seeks
to offer insights into effective teacher education
practices that align with contemporary educational
standards and the evolving nature of the biology
curriculum.
A mixed-method research design (Creswell, 2014) was
adopted to explore how specialized training
interventions
affect
the
professional
and
methodological competencies of future biology
teachers. Quantitative data were collected using a
standardized teacher competency rubric, while
qualitative data were gathered through focus group
discussions and reflective journals.
Participants included 40 final-year undergraduates
enrolled in a biology teacher education program at a
public university. The sample was equally divided into
an experimental group (n = 20) and a control group (n
= 20). Both groups attended the same core courses but
differed in the supplementary interventions provided.
Over a 12-week period, the experimental group
participated in:
1.
Targeted Training Modules
: Workshops on
curriculum design, inquiry-based teaching methods,
and classroom management.
2.
Microteaching Sessions
: Regular practice
teaching in small groups, followed by peer and
instructor feedback.
3.
Collaborative
Reflection
:
Weekly
group
discussions and reflective journaling to encourage
professional growth and self-assessment.
Scores on the standardized teacher competency rubric
ranged from 0 to 100, with higher scores indicating
stronger professional and methodological capabilities.
Both groups completed the rubric assessment at the
start (Pre-Test) and end (Post-Test) of the semester. An
independent samples t-test showed no significant
difference between experimental (M = 58.2, SD = 6.1)
and control groups (M = 57.8, SD = 5.9) at Pre-Test (p >
0.05). However, a significant difference emerged at
Post-
Test. The experimental group’s average score
increased to M = 78.3 (SD = 4.5), while the control
group’s average rose modestly to M = 65.7 (SD = 5.2) (p
< 0.01). Improvements in the experimental group were
particularly pronounced in lesson planning, use of
inquiry-based techniques, and classroom engagement.
Focus group discussions and reflective journals provided
deeper insights into the factors contributing to these
improvements. Participants in the experimental group
frequently cited the microteaching sessions as pivotal,
attributing their growth to consistent feedback from
peers and instructors. The collaborative reflection
activities also encouraged future teachers to critically
evaluate their teaching styles, helping them recognize
areas for refinement. By contrast, participants in the
control group expressed concerns about insufficient
hands-on practice and limited peer support, suggesting
that they felt less prepared for real-world teaching
challenges.
The marked improvement in the professional and
methodological competencies of the experimental
group aligns with existing literature on teacher
preparation, which emphasizes active learning and
reflective practice (Darling-Hammond, 2014). The
workshops, microteaching sessions, and collaborative
reflection appear to have accelerated participants’
ability to translate theoretical knowledge into practical
classroom skills, including lesson execution and student
engagement.
These findings offer practical recommendations for
teacher education programs. Curriculum developers
and faculty should integrate structured microteaching
opportunities throughout the program, with ample time
for debriefing and constructive feedback. Additionally,
reflection sessions that harness peer collaboration and
self-evaluation can amplify gains by promoting a habit
of lifelong learning. Integrating these strategies into
standard coursework may help future biology teachers
develop
robust
professional
identities
and
methodological
versatility,
ultimately
enhancing
student learning outcomes in the classroom.
European International Journal of Pedagogics
129
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
The relatively small sample size and short duration
(one semester) limit the generalizability of the results.
Future studies might involve longitudinal designs to
trac
k newly minted teachers’ classroom performance
over the first few years of employment. Furthermore,
expanding the scope to include diverse educational
contexts
—
such as rural schools with limited
resources
—
would deepen understanding of how these
interventions function under varied conditions.
CONCLUSION
In conclusion, this study underscores the value of
hands-on practice, structured reflection, and targeted
skill-building for enhancing the professional and
methodological competencies of future biology
teachers. Microteaching sessions foster confidence
and practical expertise, while collaborative reflection
nurtures self-awareness and continuous improvement.
Teacher education programs that incorporate these
evidence-based interventions position their graduates
to excel in modern classrooms, ultimately benefiting
students through richer, more engaging biology
instruction. To maintain relevance, further research
should explore longitudinal impacts, investigate varied
educational settings, and integrate emerging digital
tools that support and extend these teacher-training
approaches.
REFERENCES
Creswell, J. W. (2014). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches. SAGE.
Darling-Hammond, L. (2014). Strengthening Clinical
Preparation: The Holy Grail of Teacher Education.
Peadiv Journal of Education, 89(4), 547
–
561.
Shulman, L. S. (1987). Knowledge and Teaching:
Foundations of the New Reform. Harvard Educational
Review, 57(1), 1
–
22.
