European International Journal of Pedagogics
48
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TYPE
Original Research
PAGE NO.
48-53
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical Basics of
Deontological Approach
and Legal Socialization
Raupova Munira Murodovna
DSc, Navoi State University, Uzbekistan
Abstract:
This article describes the requirements for the
legal socialization of future teachers based on the
deontological approach, the content and features of the
deontological approach in professional development.
Based on the concept of the deontological approach,
the practical significance of the technology of legal
socialization of future teachers is shown.
Keywords:
Professional development, deontology,
dental approach, legal socialization, duty, morality,
value, cognitive-axiological, professional behavior,
reflective criteria, cognitive, emotional, rational,
reflective, axiological, functional components.
Introduction:
In the concept of the development of
higher education of the Republic of Uzbekistan,
"increasing attention to the quality of humanitarian and
pedagogical personnel training, revising and improving
curricula and programs in pedagogical education
directions and specialties based on advanced foreign
experience, forming the skills of students studying in
this direction to use modern pedagogical technologies
in the educational process , improvement of
pedagogical education infrastructure, supply of highly
qualified professional pedagogic personnel" [3] was
emphasized. This, in turn, creates a need for
professional development of highly educated people
who can independently make responsible decisions in a
selected situation, active, constructive specialists, who
have a developed sense of responsibility for the fate of
the country.
Professional development-personal change in the
process of mastering professional activity describes the
individual unique path of a person from the beginning
of the formation of ideas about the profession and
professional intentions to the end of the professional
biography. In the process of professional development,
the following stages are distinguished: option
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European International Journal of Pedagogics
(formation of professional intentions and career
choice),
professional education
and
training,
professional adaptation, primary and secondary
professional training, which requires deontological
training in the formation of professional skills and
coaching.
Deontology (Greek deontos δέον
- "right", logos -
education) is the science of correct professional
behavior of employees, professional and moral duties,
studies the set of moral standards and principles of
behavior of subjects of activity [10].
Development history of deontological approach I.
Derived from Bentham's moral-social concept, where
the issue between morality and law is explored.
I. Benthamn argues that the art of legislation and moral
norms of behavior are nothing more than two sides of
the same phenomenon. At the same time, deontology
is defined as a field of knowledge in which morality is
considered together with legal documents that
regulate the behavior of representatives of certain
professions. The deontological training of the teacher
is a socio-pedagogical education formed in the system
of continuous professional and pedagogical training. In
essence, it is the result of morally oriented preparation
of the teacher through the requirements of his
professional and pedagogical duty, and is manifested
in his behavior and professional activity. It is
determined by the content of professional ethics
standards,
moral
imperatives,
moral
ideals,
humanitarian values of pedagogical activity in a
multinational society.
It is known that improving future teachers'
understanding of legal knowledge, values, and legal
standards significantly activates future teachers'
interest in knowledge, increases their self-confidence,
will, and goodwill towards people. Later, these rights
and the habit of following them naturally enter the life
of the teaching profession and positively affect the
outlook of a growing person, his attitude to the world
and people, and serve to increase the teacher's sense
of professional duty and responsibility. Because it
allows to prove that the duty and responsibility of
teaching is an important driving force of professional
activity. "Duty" - the main category of deontology - is
to turn moral requirements into personal qualities [6,
c.416]. Compulsion (or internal motivation) to act in
accordance with moral (including professional)
requirements and norms, to build one's existence in
accordance with them [7,C.14]. So, society's attitude to
a person is expressed in moral requirements, and the
duty of a person to society (and professional to the
community) and the system of ethical requirements
adopted in it. A person is an active bearer of certain
moral obligations to society (professional community),
is aware of them, and implements them in his activities.
"Obligation is a moral requirement that can act as a task
assigned to a person" [8, c.64]. In other words, duty can
be divided into objective and subjective components.
The objective component of the duty is its content,
which is determined by the specific characteristics of a
person's social and professional roles. This content does
not depend on the personal characteristics of the
person, it is external to the person and acts as a duty in
the human mind, its fulfillment is necessary.
The subjective component of duty is the result of a
person's knowledge of the requirements imposed on
him by society, professional community, group, and the
individual. This component depends on the personal
characteristics of a person, it reflects the level of social
and moral development of a person, the level and depth
of his understanding of his tasks, the level of awareness
of the reality of participation in a certain society.
It is known that the observance of obligations preserves
the ionic volitional activity, which carries out
motivational-value choice, voluntary actions and even
self-compulsion, when the motives of the individual do
not match with the moral requirements and
considerations of the duty. At the same time, as
mentioned by I. Bentham, the fulfillment of duty can
become one of the sources of pleasure ("feeling of
fulfillment", satisfaction), if it benefits others, it is
important for the common good [9. C.224]. In other
words, the imperative of duty does not (although I do
not exclude) suppress the individual. Because a person's
attitude to moral requirements and duties is largely
expressed in the person's moral qualities and
responsibility
mechanism
and
behavior
that
corresponds (or does not correspond) to moral
(professional) requirements and duty considerations.
As a result of the theoretical analysis of the works of
local and foreign authors devoted to the problem of
deontological training of future teachers, we found out
that the important features of deontological
preparation of future teachers for their future
professional activities are the integrative systematic-
structural education of a person that reflects the ability
to make adequate decisions in situations of moral and
behavioral dilemmas. In this case, the legal socialization
of future teachers as a systematic structure includes
such components of deontological training that in their
interdependence ensure the spiritual and moral stability
of the teacher, to be responsible for the results of his
work, to fulfill his duty and to maintain his honor as a
representative of the relevant professional group. In
this regard, it was concluded that it is necessary to
develop the local-modular level technology of legal
socialization of future teachers based on the
deontological approach. Criteria of the deontological
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European International Journal of Pedagogics
approach in the development of technology (cognitive-
axiological, professional-behavioral, reflexive criteria)
and manifestation components (cognitive, axiological,
emotional, reflexive, rational, functional) and methods
of their implementation in the activities of the teaching
profession and deontological qualities of their
personality ; moral reflection, spiritual and moral
stability, reliability, responsibility, socially significant
values and motives, moral feelings were taken as a
basis.
Based on the deontological approach, the classification
features of the technology of legal socialization of
future teachers were determined as follows: level of
application and description:
1) mesatechnology with a description of application at
the local level; philosophical basis: anthropocentric,
scientific, diological;
2) methodological approach: person-oriented, value-
oriented approach, competence approach;
3) leading factors of development: sociogenic,
psychogenic;
4) scientific concept of mastering experience:
associative-reflexive, behavioral, developmental;
5) according to personal structures; information
(development of legal knowledge and skills), operative
(formation of methods of mental action), emotional-
artistic and emotional-ethical (development of the
field of aesthetic and moral relations), self-
development
(mechanisms
of
personal
self-
improvement), practical (development of an effective
practical field;
6) according to the nature of the content and
structure: teaching and upbringing, professionally
oriented;
7) type of socio-pedagogical activity: educational
(didactic), educational, developmental;
8) applied methods: reproductive, explanatory-
illustrative, developmental, dialogical, communicative,
creative information (computer) and others;
9) collective tools: handouts, videos on the topic,
multimedia;
10) approach to the learner and description of
educational interaction: person-oriented;
11) modernization of the existing traditional system:
pedagogical technology based on methodical
improvement of educational material and didactic
restructuring;
12) according to the category of use: for students of a
pedagogical higher education institution.
Targeting aspects of technology:
The goal orientation of technology in connection with
the development of society is manifested in the
following: development of field-building skills aimed at
developing the "human quality" of the future specialist
by activating value-semantic self-development, attitude
and activity in the teaching profession based on the
ideas of the humanitarian paradigm in higher education;
from the point of view of an individual approach:
learning the principles of humanism, consistency, value,
dialogue; translation of the potential-moral into the
real; learning to model and design the organization of
the educational space, developing the skills of personal
development in pedagogical activities and interactive
provision of professional and ethical standards of
behavior to the subject of the educational space.
Conceptual rules and principles of technology:
- development, consolidation and interlinking of
theoretical professional knowledge and practical skills
based on connecting the teacher's ethical and practical
activities with the needs of professional behavior;
-expanding the possibilities of succession of
professional, higher and post-higher vocational
education and its impact on the process of forming the
deontological qualities of the teacher, helping to
effectively develop their deontological preparation;
- formation of teachers of the highest form of
deontological direction of the person, including
professional skills, spiritual and moral qualities, and
their implementation into professional behavior and
professional activity;
The legal socialization of future teachers is based on the
principles of cooperation between teachers and
students, effective joint activity, orientation to the
development of deontological qualities of the future
teacher within the framework of the concept of forming
the deontological preparation of the teacher;
- humanization of education, formation of deontological
thinking of students based on universal values
(conscience, love, tolerance);
-variability of training, possibility of a wide choice of
programs implemented in the process of professional
training, taking into account the personal abilities and
interests of learners;
-unity and integrity of cultural, psychological-
pedagogical and special deontological training;
- continuity of deontological education in pre-
vocational, professional and post-university training
stages;
-adaptation of the future teacher to deontological
education, ability to adapt to changing social conditions
and labor market requirements based on high moral
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qualities, legal knowledge and values, professional
behavior formed in the teacher during professional
training.
-the structure of the teacher's deontological
preparation is based on moral and ideological relations
and includes relations of axiological blocks:
A) targeted (directed to the teacher's professional
behavior and spiritual and moral self-improvement)
operative activity ("a set of tools of moral, practical and
professional activity");
B) identification (spiritual values that exist as ego
spheres - "I-conceptual", "Ethical I", "Ideological I").
It is worrying that the majority of students in higher
educational institutions of pedagogy do not realize the
importance of the teaching profession, its semantic and
valuable essence, and its prognostic nature in terms of
the maturity of the future generation. From this point of
view, it is appropriate to study such a concept as
"professional and moral self-awareness" of the subject
of education. We consider this process as part of the
future teacher's professional development, the criteria
of the deontological approach and the component make
him ready for professional and moral self-awareness.
(See Figure 1).
Figure 1. Deontological approach system in legal socialization of future teachers.
Deontological training system of legal socialization of future teachers
Criteria
Cognitive-axiological
criterion
Professional behavior
criterion
Reflexive criterion
Professional duty
Professional activity
Professional attitude
Professional ethics
Professional
knowledge
Professional
knowledge
Professional
motivation
Professional ethics
Professional
principle
Professional ability
Professional speech
Professional duty
Professional
thinking
Professional method
Vocational
prediction
Professional
technique
Professional tact
Professional belief
Cognitive
component
Axiological
component
Emotional
component
Reflective
component
Rational
component
Functional
component
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The cognitive component of technology is manifested
at the following levels: a) at the cognitive-axiological
level: the existence of a system of knowledge about the
professional duty of the teacher, the ethics of
professional relations with various subjects of
pedagogical activity, b) in connection with professional
behavior: understanding the motivation of the actions
of the subjects of the pedagogical process, the
teacher's professional ethics, professional culture and
business ethics knowledge, v) in reflexive connection:
reflecting the quality and content of knowledge on the
legal regulation of the teaching profession;
2) axiological component
: a) at the cognitive-
axiological level: the development of the socially
significant value system and the meaningful life
directions of the teacher, the professional direction of
his personality, the socially centered motives of work
and professional career; b) in connection with
professional behavior: the ability to establish
communication based on moral and humanitarian
principles, show courtesy, tolerance, humanity, c) in
reflexive connection: knowledge of methods of
professional and personal interaction with various
subjects of pedagogical activity;
3) emotional component:
a) at the cognitive-
axiological level: moral and behavioral choice,
conscience, duty, sense of honor and justice,
emotional experiences related to the level of spiritual
and moral stability of a person, b) in connection with
professional behavior: moral and the ability to manage
one's emotional state based on humanitarian
principles, c) in reflexive connection: to have a system
of individual methods and techniques for predicting
the consequences of professional and personal
interactions with various subjects of pedagogical
activity;
4) reflexive component
: a) at the cognitive-axiological
level: the level of development of moral reflection, the
ability to adequately evaluate strengths and
weaknesses, the level of development of deontological
characteristics of a person; b) in connection with
professional behavior: ability to use thermal and
behavioral reactions in difficult situations of
professional activity; c) in reflexive dependence: level
of deontological development of professional and
personal interactions;
5) rational component
: a) at the cognitive-axiological
level: the ability to rationally assess situations of
professional interaction, b) in relation to professional
behavior: preparation for an adequate independent
choice and voluntary actions to make a moral and
ethical decision in situations of doubt; c) in reflexive
connection: being able to predict professional and
personal interactions with various subjects of
pedagogical activity;
6) functional component:
a) at the cognitive-axiological
level: high social and creative activity, initiative, the
ability to take responsibility for the products of one's
activity in front of society, other people, professional
group and oneself, b) in connection with professional
behavior: understanding the motivation of the actions
of the subjects of the pedagogical process, in reflexive
connection: the teacher has a system of practical
individual methods and techniques.
The organizational aspect of the technology consists of
a system of forms, methods and tools based on the
deontological approach, and in this process, the
cooperative activity of the teacher and the students
plays an important role.
CONCLUSION
In conclusion, we can say that competent and detailed
planning of mandatory and elective subjects aimed at
professional training and legal socialization of future
teachers based on the above methods and technologies
and their subsequent methodical implementation, full
implementation of the main processes of education,
intensive learning of new knowledge by students and
high provides legal socialization on the basis of mastery,
education, subject and development of special skills.
Based on the deontological approach, legal socialization
of future teachers serves to develop personal and
professional values of social importance, to strengthen
moral standards of behavior, universal skills. The results
of the application of this approach, methods and
technologies undoubtedly allow connecting education
with modern effective technologies, and these effects
meet the state higher education standards.
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