European International Journal of Pedagogics
35
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TYPE
Original Research
PAGE NO.
35-39
DOI
3
OPEN ACCESS
SUBMITED
08 March 2025
ACCEPTED
04 April 2025
PUBLISHED
07 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.
A Cluster Approach to
Organizing Pedagogical
Practice in Improving
Students' Professional
Training
Lafasov Bekzod Javliyevich
Teacher of the Department of “Technological and Professional Education
Methodology” of the Tashkent Davblat Pedagogical University named
after Nizami, Uzbekistan
Abstract:
In this article, the content of preparing future
technology teachers for creative activities, types of
creative activities and stages of development of creative
activities, issues of improving modeling and design skills
are described scientifically.
Keywords:
Creativity, creative activity, activity,
flexibility of thinking, criticality, development, design.
Introduction:
In the current phase of technological
education, the search for new ways to improve the
professional training of students is becoming an
increasingly urgent task. As a social institution, the
problem of organizing the educational process to create
a chain of interaction between higher education,
general secondary education, extracurricular education
and production has become the most important issue.
The need to develop the educational and upbringing
space in an innovative direction arose in modern society
and is explained by the fact that its solution has not
been completely eliminated.
It is recommended that preparation for pedagogical
activity, as a form of professional and pedagogical
orientation, be considered in conjunction with other
characteristics of the individual, in particular,
worldview, life beliefs and spiritual values, as well as
moral-volitional and emotional aspects, independent
study and self-education.
The analysis of didactic literature considered the
professional training of future teachers as a category of
the theory of activity (state and process), the category
of the personality (attitude and belief), and the category
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European International Journal of Pedagogics
of the theory of the professional training of teachers
for pedagogical activity.
METHODOLOGY
A.R. Khodjabayev developed scientific and pedagogical
foundations for the creation of an educational and
methodological complex for the training of teachers of
labor education and general technical subjects based
on the requirements of reforms in general secondary
education, secondary specialized and vocational
education, and higher pedagogical education. A model
was identified that ensures the optimization of the
educational process in terms of content. A number of
factors that ensure the training process of teachers of
labor education (Technology) were identified and
substantiated [1; 60-b].
In the works of U.N. Nishonaliyev, the process of
training labor education teachers was studied in
different historical periods and the innovative qualities
of labor education teachers were studied [2].
N.Sh. Shodiyev's works focus on and address the issues
of career choice, which is considered one of the
important areas of career guidance, instilling
enthusiasm for professions, career guidance, work on
motivating students to choose a profession,
conducting
extracurricular
and
extracurricular
activities, organizing career information, preparing
students for a profession, and research [3].
A. Avazboyev's works cover the basics of integrating
the content of subjects in the methodological group
and the issues of substantiating the scientific
methodology of teaching them on the basis of the
subject "Methodology of Labor and Vocational
Education" [4].
D.V. Cmipnov noted in his research that the concept of
preparation for pedagogical activity is included in the
concept of the socio-professional group, the system of
activity management, and in this case, pedagogical
preparation constitutes a subsystem within the system
of pedagogical activity [5]. According to this research,
pedagogical activity includes the following subsystems:
- professional values: standards, goals and objectives,
educational process, educational knowledge, skills,
activity planning, social status, professional prestige;
-
psychological
component:
motives,
needs,
aspirations, personal characteristics inherent in
members of a social group;
- pedagogical component: knowledge, skills and
competencies related to the organization of activities
in accordance with goals and objectives.
The professional preparation of students for
pedagogical activity should be considered as a whole,
as a set of knowledge, skills, qualifications, qualities
and qualities of a person who prepares the ground for
the successful solution of the various tasks assigned to
the teacher.
The level of a teacher's pedagogical activity and skills
should be determined by the scientifically and
theoretically correct basis of the process of solving
practical pedagogical tasks.
M.T. Gromkova, studying the model of interaction
between subjects of the pedagogical process,
emphasizes that it is necessary to consider the child's
consciousness as a set of interrelated elements that
constitute the unity and integrity of needs, abilities, and
norms, and which, in turn, have a complex structure [6].
The teacher analyzes his/her pedagogical activities,
scientifically and theoretically substantiates them, and
develops certain pedagogical principles and rules for
their implementation.
The ability of a teacher to analyze and summarize his or
her own activities and develop a logical sequence of
pedagogical influence indicates that he or she has
reached the pinnacle of pedagogical skill.
RESULTS
Solving pedagogical tasks, analyzing pedagogical
situations, that is, requires teachers to use mental
methods of activity - critical, analytical, logical thinking.
This pedagogical activity is based on the skills of dividing
the educational process into main stages and designing
future tasks.
A teacher's good mastery of pedagogical theories,
constant study of the work experience of his colleagues,
generalization and regular analysis of the results of his
pedagogical activities, allows him to increase the
effectiveness of the educational process, and select
effective tools, methods, and forms, taking into account
the characteristics of the educational content.
This process includes the following trends:
1. Support and protection of the developing individual,
creation of favorable conditions for his creative
development, orientation towards "the formation of
social integration and mobility" in the conditions of a
market economy.
2. Developing the student's own "spiritual" image in the
process of mastering embedded spiritual values and
self-education.
3. To develop education as a single "most convenient
space" in order to create conditions for creative activity
for every teacher and parent, student (pupil).
The pedagogical cluster approach to the educational
process is implemented through the clustering of a
system of scientifically based goals, rules, and methods
of educational activities aimed at ensuring the
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European International Journal of Pedagogics
formation and development of a socially and morally
mature person.
The methodology for improving pedagogical practice
includes the following key components:
- identify, understand, generalize and systematize the
results of diagnostic and educational work;
-
preparing
constructive
-
educational
recommendations, taking into account the capabilities
of the educational institution, using pedagogical
experience and preparing teachers for experience
development;
- developing a mechanism for disseminating creative
and pedagogical experience and introducing it into the
educational process.
During our research, we determined that it is
appropriate to develop and use methods and
techniques that will create the following conditions to
improve students' preparation for professional
activity:
- identifying and developing students' socially and
professionally significant needs and interests;
- develop students' abilities, their creativity and
mobility;
- positively influencing the physical, volitional, and
intellectual aspects of a person;
- implementation of cultural, activity-oriented, person-
centered, and competency-based approaches to the
individual in educational work;
-
to
develop
gnostic,
project-constructive,
organizational, communicative, and self-assessment
skills in students;
- organizing creative dialogue, because dialogue leads
to a process of exteriorization, in which thought is
objectified and learns to reflect and criticize;
- formation and development of subjective opinion;
- to cultivate a responsible attitude towards one's own
activities in the process of thinking.
It allows the development of the educational process
using modern methods, traditional and innovative
methods, and the identification of traditional and
innovative effective features of education as a result of
their use [7].
"If the method is a didactic model of the
interconnected activities of the teacher and students,
what are the main tasks of the teacher?"
One of the main tasks of the teacher is to optimize the
educational process, and the essence of optimization
is to achieve the goal in the shortest possible way. The
teacher's help is required to guide the student in the
right direction. This activity of the teacher is
considered managerial. Thus, the main task of the
teacher is to manage the activities of students, their
self-education. At the same time, the teacher's
managerial activity has a complex structure and includes
the following structural elements: forecasting, goal
setting, planning, organization, coordination, control,
correction, motivation.
To implement the control function, a control object and
a subject are needed. As is known, control is the process
of the subject's information influence on the object,
aimed at achieving the object's goals. The control
subject must know the state of the object in order to be
able to adjust the control effect. Ideally, the goals of the
subject and the object should coincide.
Traditional approaches to education are based on the
idea that the subject of management is the teacher, and
the object is the student (his or her activity).
In the process of innovative education, due to the
importance of ensuring the function of self-education,
teaching the goals of self-development of education is
considered an important task. As a result, the teacher's
management function is transferred to each student
and at the same time the student becomes a subject of
activity.
The student has the following activities in self-
development and management:
- predicting the results of one's own activities; "setting a
goal (conscious self-change: I know, I understand, I
decide);
- planning;
- organize one's own activities and self-manage;
- analyze the results of one's own activities in the
context of self-control;
- evaluate the results of one's own activities [8, 203-b].
Thus, there are several innovative ways to improve
students' professional training, and they are most
effective when implemented in classrooms collectively,
individually, and in groups.
Organizing classroom activities in the form of interactive
games.
Interactive games are educational and educational, and
their essence is to organize communication between
students to develop a collective solution to a problem
through mutual organization and reflection.
Stages of organizing an interactive game.
1. Entering a problem situation, formulating the
problem, setting the goals and objectives of students'
educational and cognitive activities, and determining
the rules of the game.
2. Form creative teams (3-5 people each). Select
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European International Journal of Pedagogics
moderators (organizers of the video dialogue).
3. Conducting research and cognitive activities in
teams.
3.1. Players self-determine their own actions, see the
problem. "What happened?" What are the facts that
are unsatisfactory, unlike the ideal situation? This
section is factual and objective. Group members
collect the necessary information to solve the problem.
3.2. Brainstorming. Requires a lot of creativity from
team members. One team member writes down all the
proposed solutions. The team moderator should
constantly motivate everyone during the activity,
encourage teamwork, and freely express team
relationships;
3.3. Decision-making. Group members analyze the
proposed solutions, discard some of them, combine
others, and come to a final decision that satisfies all
participants.
3.4. Prepare a report on the implementation of the
resolution adopted by the team.
4. Introducing Hicobots.
4.1. The group discusses the content of the work.
4.2. Discuss the teams' proposals (programs, projects),
make changes if necessary, and develop a consensus.
5. Investigation and reflection.
Was the problem solved, was the goal achieved? Did
everyone understand the situation? The progress and
results of the game are highlighted, and the
participants' attitude to the need to continue it.
6. As a result, problem solutions and a general
conclusion are reached.
It should be noted that the activity of students, both
collective and individual, is a systemic factor in the
effectiveness of interactive games.
C.R.E.A.T.E. (Consider, Read, Elucidate hyrotheses,
Analyze and interpret data, Think of the next
Experiment) is a method that improves students'
critical thinking and integration skills, while increasing
their self-awareness in the area of "personal
development" [8, 204-b].
CONCLUSION
Only when the student has internal social and
professional motivations, he becomes a subject of
activity. The problem of modern pedagogy and
pedagogical psychology is the organization of
communication and communication. The reason for
this is that modern socio-economic conditions in
different countries of the world impose new
requirements on the professional competencies and
personal qualities of a modern specialist (Appendix 1).
The goals of education, including pedagogical
education, have changed, and other, innovative,
educational and upbringing goals that meet the goals
are needed. Such goals lead to new changes in the
interaction of the subjects of the pedagogical process.
Within the framework of innovative goals of education,
the main focus is on organizing creative dialogue
between students, moving from managing the
individual activities of the student to self-management,
to dialogic management, which includes equal
communication between all subjects of the educational
process.
The psychological dictionary defines communication as
follows: "Communication is a complex, multifaceted
process of establishing and developing relationships
between individuals, including the needs of joint activity
and the exchange of information, the development of a
single strategy of interaction, the perception and
understanding of another person."
Thus, communication in communication can be divided
into two distinct aspects, the recursive and the
interactive aspects. The interactive aspect of
communication includes joint work to develop an
agreed idea and a solution.
Part of the business dialogue is reflected in the creativity
of students. Personal activity is a distinctive feature,
"the ability of a person to implement socially significant
changes in the world through the mastery of material
and spiritual cultural resources ...".
The problem of managing the educational process is
determined by the fact that the student community is a
complex hierarchy of groups and individuals with
conflicting interests and goals. The goals of students are
often contradictory and unstable.
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