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TYPE
Original Research
PAGE NO.
10-15
DOI
OPEN ACCESS
SUBMITED
12 February 2025
ACCEPTED
13 March 2025
PUBLISHED
10 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical and
Psychological Foundations
of Preparing Students for
Professional Activity on
The Basis of Art-Pedagogy
Komolova Iroda Khamidullayevna
Samarkand State University Kattakurgan Branch, Faculty of Pedagogy and
Language Teaching, Teacher of the Department of Preschool and Primary
Education, Sports, Uzbekistan
Abstract:
This article presents the pedagogical and
psychological foundations and principles of preparing
students for professional activity on the basis of art-
pedagogy. In the process of preparing future teachers
for professional activity, the formation of ethics and
aesthetics in the process of developing the student's
spiritual and moral culture on the basis of art-pedagogy
is fully described.
Keywords:
Profession, motivation, conceptual basis,
humanistic education, aesthetic immunity.
Introduction:
Teaching has a psychological structure of
cognitive activity, and its success depends on the
activity of students. In organizing his activities as a
student - a subject, he must act at the highest level and
acquire knowledge, as well as take responsibility for his
actions.
Usually, students are considered to be cultured and
eager to learn. Therefore, the student div is
considered the most important intellectual group of
society.
What does the profession require of a modern higher
education specialist?
First of all, a specialist must know the general theory of
science, have scientific knowledge. The difference
between scientific knowledge and life knowledge is that
scientific knowledge is the result of generalization,
identifying the main ones and clarifying the laws of
certain phenomena. If life knowledge is based on
intuition, then scientific knowledge is based on a
conscious understanding and analysis of phenomena.
Scientific knowledge is given through generalized
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experiments (theory, rule, principle).
Secondly, science has a large amount of diverse and
specific evidence, but it is systematized, organized and
allows each specialist to solve specific problems and
analyze various types of knowledge.
Thirdly, a specialist must be familiar with the
conceptual basis of his professional field, understand
it, work with concepts, know the language of symbols,
etc.
Only under such conditions can a specialist see, classify
the evidence of professional activity, explain it from
the point of view of scientific laws and solve new
practical problems that arise during work. In order to
meet these professional requirements, a student must
receive conscious and purposeful education in a higher
educational institution, as well as have the need and
ability to acquire knowledge, and in the future
independently master professional knowledge and
skills.
For future teachers, education should become the
meaning of life, strengthen their consciousness,
emotions and will, become the basis for creative
cognitive activity, self-determination of their own lives
and professional self-realization. The attitude of future
teachers to goals, tasks and the educational process
determines their success in their educational and
professional activities.
Research scientists interpret the reasons for students'
interest in entering higher education institutions in
different ways. These are
• the student wants to be in the circle of young
people;
• the extreme importance of the profession;
• the wide acceptance of the profession;
• the correspondence of the profession to interests
and inclinations;
• creative opportunities for the manifestation of the
profession.
Among future teachers, differences in the interests of
female and male students were found. Girls often
focus on the social significance of the profession: the
scope of its application, the opportunity to work, the
desire to participate in various circles, and the material
support of the profession, while boys emphasize that it
should correspond to their interests and inclinations.
They are guided by family traditions.
The majority of students admitted to pedagogical
higher educational institutions say that they entered
the 1st stage of higher education, that is, to obtain a
profession, and only a few students say that they like
working with children, teaching them, and working at
school.
Also, most students (70-80%) note that they do not
want to enter a higher educational institution to get a
pedagogical education and work in their specialty.
Reasons for entering a pedagogical higher educational
institution: ease of admission, low scores, not going to
military service or, conversely, the fact that the privilege
received from military service was justified, entering at
a risk, the opportunity to communicate with peers, the
prestige of a higher education diploma, etc. Also, the
fact that higher education has become devaluation, that
is, knowledge or education is not important, but the
importance of the document, is one of the sad realities
of today. According to A.N. Pechnikov, G.A. Mukhina,
the leading educational motives for future teachers can
be: “professional”, “gaining personal prestige”,
“pragmatic” (obtaining a higher educatio
n diploma) and
“cognitive” (acquiring knowledge). The role of dominant
motives changes at different stages of the course. If in
the first year the “professional” interest is leading, in the
second year the “personal reputation” is dominant, and
in the thir
d and fourth years the “pragmatic” motives
prevail. In education, the “professional” and “cognitive”
motives lead to greater success. The “pragmatic” motive
is mainly characteristic of students who study poorly.
M.V. Vovchik-
Blakitnaya sees the “reputation”, that is,
the “student status”, as the primary motive in the
applicant’s transition to student life and studies, in
second place is the “cognitive”, that is, the interest in
learning, and in third place is the professional-practical
motive.
F.M. Rakhmatu
llina did not study the “reputation”
motive, but identified general social motives (the high
social significance of a higher educational institution).
According to her, in all courses the “professional”
motive takes first place. The “cognitive” motive is i
n
second place for students in the first year, while in the
following years it is replaced by “social” motives. The
“utilitarian” (pragmatic) motive takes fourth place in all
courses, its rating decreases from junior to senior year,
and the “professional” and “social” motives increase in
rating, as determined by the scientist.
“Professional”, “cognitive”, “social” motives were
higher in students who mastered education well than in
students who mastered it moderately. The “utilitarian”
motive was found to be higher in students who
mastered it poorly. It is worth noting that the
“cognitive” motive took second place among students
who mastered it well, and third place among students
who mastered it moderately, which is analyzed by the
scientist F.M. Rakhmatullina.
R.S. Vaysman observed the dynamics of changes in the
motives of “creative success”, “formal
-
academic”
achievement and “need for success” from the 1st to the
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4th year among students of the Faculty of Psychology.
R.S. Vaysman recognized that through the motive of
“creative success” it is possible to solve any scientific
or technical problems and achieve success in scientific
activity. He understands the motive of “formal
-
academic” achievement as motivation to study well
and be evaluated. R.S. Vaysman found that while the
motive of “creative success” and “need for success”
increases from the 3rd to the 4th year, the motive of
“formal
-
academic” achievement decreases from the
2nd to the 3rd-4th year.
Based on the general motivation of educational activity
(professional, cognitive, pragmatic, social and personal
reputation), students form a certain attitude towards
various academic subjects. It is manifested in:
- the importance of science for professional training;
- interest in a particular field as a part of science;
- quality of education (satisfaction with studies within
the science);
- mastering the subject based on their own abilities;
- relationship with the subject teacher.
The main and important task of a higher educational
institution is to form students' interest in their
professional activities, to develop their need to master
professional knowledge, skills and qualifications.
When there is professional motivation, the student's
cognitive
activity
becomes
responsible
and
demanding. Only then does the student feel positive
pleasure from education and the need to study. The
motivation to achieve success determines the love and
enthusiasm for learning in the educational process.
Students take the initiative and create a creative and
cognitive environment around themselves. They
demonstrate their readiness for successful, productive
professional activities. Even in cases of failure,
students do not despair, but overcome difficulties and
discover new abilities and opportunities.
According to the conducted research, the principles
and pedagogical and psychological conditions for
ensuring students' interest in the profession are
interpreted as follows:
1. Formation and support of the desire of students to
demonstrate and show their talents in the process of
preparing for professional activity. In this case,
students:
• get acquainted with future professional activity;
• form an idea of
\u200b\u200bprofessional activity in
their specialty;
• form directions in connection with professional
activity;
• form the need and skills for independent work with
literature;
• create conditions for self
-knowledge, self-education,
self-improvement;
• create a psychological atmosphere of "knowledge"
in
the student community.
As a result, an idea of \u200b\u200bthemselves as a
performer of professional activity in the future, personal
identity with a professional model and a temporary
perspective are formed.
2. To help some students who are unsure of their future
professional activities with their personal and
problematic situations and to pay attention to the
development of professional quality. That is why
psychological services for students are extremely
necessary.
3. If education brings success and satisfaction, it
becomes the meaning of life for the student. Therefore,
students can increase their appreciation of their
professional activities through success.
The solution to the problem of ensuring the professional
motivation of students also depends on the professors.
In this case:
• Enriching students with information that is considered
important for their personal development as a qualified
specialist in various disciplines;
• Ensuring the content and novelty of educational
material;
• Creating co
nditions for students to demonstrate their
creative abilities;
• Providing educational material based on an innovative
approach and interest in their subject, the competence
of the professor, the reputation of the teacher;
• Systematic analysis of students
' interests in the
subject;
• Stimulating students' self
-education, organizing their
cognitive interest in everything related to their future
professional activity.
In addition to motivation, the readiness of future
teachers for professional activity is characterized by
their professional and material actions, as well as their
activities after higher education.
The use of art pedagogy in organizing professional
interest and preparing students of higher pedagogical
educational institutions, that is, future teachers, for
professional activity is the basis of our dissertation
work. It is necessary to develop methods and
technologies of art pedagogy to develop the creative
abilities of future teachers and thereby prepare them
for professional activity.
In the studies of G. Reed ("EducationthroughArt"), the
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founder of the idea of "upbringing through art", special
emphasis is placed on the meaning of this term. In his
views, the researcher connects the concepts of "art"
and "pedagogy" and considers the "educational
process" as the main means of education for adults in
art defines the conscious transition of the child to the
general content of the living constructive union in the
field. This definition means “avoiding coercion in the
concept of education and not education in art or the
place of art in education, but humanistic education
through art”. G. Reed described it as “art is the only
way forward as a general activity of education”.
In recent years, the term art pedagogy has become the
most active concept in Russian pedagogy and
psychology. However, in Uzbekistan, we can see that
this concept is currently encountered in some sources
as a new, almost unexplored area. Therefore, we
analyzed some sources as the pedagogical and
psychological aspects of art pedagogy and its basis for
preparing future teachers for professional activity.
Ye.V. Taranov identified several fundamental
approaches to the concept of art pedagogy based on
national theoretical and practical research on modern
approaches. These are: correctional-pedagogical,
artistic-didactic, narrow pragmatic and integrative
approaches.
We will analyze these approaches below.
Correctional-pedagogical
approach.
Often,
art
pedagogy is considered as a corrective (corrective)
work. The subject of art pedagogy is considered to be
pedagogical influence on children with developmental
problems through art.
This direction of art pedagogy as a science was studied
by Russian scientists Ye.A. Medvedeva, I.Yu. Levchenko
and others in the research work “Art pedagogy and art
therapy in special education”, in which it is said that
“Art pedagogy is a synthesis of two
scientific sciences
(art and pedagogy), which is considered to be the
development of children with developmental
disabilities through art and the formation of artistic
cultural skills”.
Artistic-didactic approach. In the process of specially
organized art education, art pedagogy means various
methods and technologies. This approach is a literal
translation of the English term “art
-
pedagogy”.
According to this approach, all specialists who have
received artistic and pedagogical education are
considered art-pedagogues. For example, a teacher of
fine arts. Thus, art-pedagogy is considered a
professional activity of a specialist who provides
artistic knowledge and skills to various categories of
people. This interpretation of art-pedagogy comes
from the translation of art therapy from foreign
research works. For example, L.D. Lebedeva writes that
“an art
-pedagogue solves the problems of artistic
education and fine arts of children”.
Narrow pragmatic approach. Within the framework of
this approach, art-pedagogy is considered only in a
practical sense. That is, it is considered a researched
methodology that solves problems related to a specific
direction of children’s normal work. This approach was
described by V. Linkova, who created a series of books
called “Artpedagogy”. They are united by the use of art
in order to increase the effectiveness of literacy. These
approaches provide the correct understanding of art
pedagogy, that is, the subjective selection of some
functions.
Integrative approach. This approach is based not on
selection rules (“either
-
or”), but on integrative rules
(“both
-
and”). The essence of the integrative approach is
that, according to the multimodal form of art pedagogy,
all its complex functions are activated.
“Art pedagogy is a pedagogical te
chnology based on the
integrated use of various types of art in the education of
the individual”. This approach uses all the possibilities of
modern art and allows for its broad pedagogical
implementation.
Traditionally, art is one of the forms of social
consciousness, a kind of spiritual mastery of the world
and a method of artistic and imaginative reproduction
of reality. The mechanisms of the influence of art on
psychological and pedagogical processes have been
studied by many foreign (J.Demor, O.Dskroli, E.Seguin)
and
Russian
(L.S.Vygotsky,
A.I.Graborov,
V.P.Kashchenko, etc.) scientists, and it is recognized that
“Art is an important educational tool that affects the
morality of a person, as well as the formation of his
thinking, imagination, feelings an
d emotions.”
P.P.Blonsky, A.S.Makarenko, V.A.Sukhomlinsky and
other scholars define it as “Art is an effective factor in
the upbringing, development and education of a
person.”
Art takes people beyond the limits of pragmatic goals,
brings humanity back to life, helps them to master the
truth through the highest values of existence. Thus, V.A.
Sukhomlinsky writes in “Letters to a Son”: “Just as
gymnastics corrects the div, art “corrects” the human
soul.” V. A. Sukhomlinsky in his book “On Education”
says th
at “... it is necessary to develop the sensitivity of
the soul, awaken conscience, support spirituality in
various ways.” “Among such means of education, first of
all, education with beauty is in the first place. Namely,
appeal to beauty, conquer the soul, feel beauty, so
improve a person’s feelings that he begins to accept the
word, which means he begins to be educated.”
T.A. Florenskaya notes that communication with art not
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only expands the boundaries of communication with
people, but also allows you to see the world with
different eyes and provides spiritual support in difficult
life situations. In this regard, a special place is occupied
by catharsis, which is achieved through artistic
perception and creativity, which frees a person from
experiences, negative emotions, illuminates and
elevates his own attitude.
The role of art in the personality The effect is carried
out mainly at three levels:
• the first level is the activation of psychophysiological,
visual (visual), auditory (auditory) and other receptors,
which occurs through physiological and biological
changes in the div, that is, the psychophysiological
effect (B.G. Ananyev, V.A. Ganzen, A.L. Gotsdiner, V.N.
Myasishchev, V.I. Petrushin, D. N. Uznadze, etc.);
• the second level is the psychological
effect associated
with the impact on the emotional-volitional structure
of art, that is, the mental relaxation of the div or,
conversely, its relaxation conducive to mental
activation (A.V. Zaporozhes, A.N. Leontyev, P.M.
Yakobson, etc.);
• the third lev
el, socio-psychological, in which art
affects the individual, causing a cathartic reaction in
him, in turn changing and harmonizing the individual,
forming existential personality structures (L.V.
Vygotsky, T.A. Florenskaya, etc.).
The educational impact of art on students is carried out
at the socio-psychological level.
Often, the concept of “art pedagogy” is used together
with the term “art therapy”. However, when
comparing the concept of “art pedagogy” with the
concept of “art therapy”, it can be recogni
zed that the
term “art pedagogy” has not yet been sufficiently
studied. Although these two concepts are related, they
are not synonymous. According to L.D. Lebedeva,
“when replacing the term art therapy with art
pedagogy, the essence of the original concep
t is lost.”
In the research conducted by J.S. Valeyeva, L.D.
Lebedeva, I.Yu. Levchenko, Ye.A. Medvedeva, S.V.
Starikova, the concepts of “art pedagogy” and “art
therapy” were analyzed comparatively, and the
following conclusion was made regarding these
concepts: there is generality and specificity in the
semantic and practical content of the concepts of “art
pedagogy” and “art therapy”. In this case, the artistic
and creative activity of people is considered general,
and the “freedom” in their attitude to a
rt, the tools
used and the positive impact of art types on the
individual are considered specific. Ye.A. Medvedeva,
comparing the concepts of “art therapy” and “art
pedagogy”, noted the following: “the similarity of
these terms is that the first part of the concepts - the
word “art”
-
“artistic” is considered synonymous with
art. And in the second part: therapy - therapeutic effect,
medical direction; pedagogy is the science of education,
upbringing, development”.
Art pedagogy deals not with human “problems”, but
with their possibilities. In this, the first priority is to
expand the range of positive human possibilities.
Within the framework of the problem under
consideration, the following can be cited regarding the
formation of specific features of the preparation of
future teachers for professional activity by art
pedagogy:
• the use of visual arts in the educational process;
• high level of communication between the teacher and
the student in the educational process;
• organization of various interconnec
ted activities in the
classroom and outside the classroom in collaboration
with the teacher and student;
• use of works of art in the study and mastery of various
topics;
• organization of the professional training environment
and creative activity of future teachers.
The specific goal of art pedagogy in preparing future
teachers for professional activity is: to prepare them for
professional activity by forming their morality and
aesthetics in the process of developing the student's
spiritual and moral culture.
Since the formation of moral and aesthetic immunity in
future teachers is one of the important tasks of the
educational process of a higher educational institution,
we will explain these concepts with the definitions given
by scientists.
Moral immunity is a personal quality that provides
resistance to immoral phenomena in the micro and
macro environment, the adequacy of its response to
rapidly changing social situations in society, and the
mobilization of spiritual resources to overcome material
and worldly temptations that lead to a negative moral
direction, says A.S. Metelyagin.
It is important to note that one of the first tasks in
preparing future teachers for professional activity on
the basis of art-pedagogy is to form moral immunity in
them. That is, it is very important for them to approach
negative situations and problems ethically, feel beauty
through art, and creatively approach various situations
to form their own “I”.
Aesthetic immunity is a characteristic feature of the
spiritual formation of a person, which is understood as
the ability to distinguish beauty from beauty, to
distinguish harmony from disharmony, order from
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chaos in art, and in human behavior, behavior,
creativity; resistance to mass influence and unculture.
The formation of aesthetic immunity in future teachers
is considered very important. The formation of
aesthetic immunity in students will be the most
important tool in their future professional and
educational activities: organizing events, holidays;
communicating with students and their parents,
creating the image of a teacher, etc.
The main principles of art pedagogy include humanity,
creativity, integrativeness and reflexivity.
The idea of humanity is considered the main principle
in art pedagogy, and the main idea of pedagogy is to
treat each student individually, in addition to their
artistic, intellectual and other abilities. The belief that
the student has special abilities is reflected in the
pedagogical attitude. Educational goals are given
priority: the educational process is rich in problems
such as good and evil, love, beauty and harmony.
Personal creativity is created by organizing the creative
process in a free creative environment. Creative
abilities do not emerge through coercion. Therefore,
the art educator is faced with the question of how to
create a favorable creative environment and
conditions.
The idea of reflexivity is understood as a person's
readiness to creatively perceive and overcome
problematic and conflicting situations, as well as to
determine and solve unusual practical tasks, as well as
adapt to unusual relationships between people.
The idea of integrativity reflects the essence of the
content of art pedagogy. First of all, it demonstrates
the integration of pedagogy, psychology, art and other
areas of human thought. It is considered a combination
of various types and forms of artistic activity aimed at
enriching the moral and aesthetic image of the
student.
CONCLUSION
Art pedagogy is a field that has its own special goals
and objectives, which helps to achieve the goals and
solve the problems of modern education. Art pedagogy
is a field that has its own special goals and objectives,
which helps to achieve the goals and solve the
problems of modern education.
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