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PEDAGOGICAL CONDITIONS FOR DEVELOPING PROJECT
SKILLS IN FUTURE TEACHERS
Saidova Nilufar
Shakhrisabz State Pedagogical Institute
Theory and Methodology of Education and Training Primary
Education, 1st year master's student.
https://doi.org/10.5281/zenodo.15321922
ARTICLE INFO
ABSTRACT
Qabul qilindi: 29-yanvar 2025 yil
Ma’qullandi: 10-fevral 2025yil
Nashr qilindi:25-fevral 2025 yil
This article presents the pedagogical foundations
of formation and development of project abilities of
future teachers and the conditions for their effective
organization. The role of project activities in the
development of teachers’ professional skills, interactive
methods, modern educational technologies are analyzed.
In addition, effective ways of teaching students to think
independently, solve problems and creatively using a
project-based approach in the learning process are
considered. It also explores the factors of the use of
project technology into the teacher training process. It
explores the pros and challenges associated with
incorporating this approach into the process of building
knowledge, skills, and competencies in future teachers. It
explores the pros and challenges associated with
incorporating this approach into the process of building
knowledge, skills, and competencies in future teachers.
Through an extensive analysis of the literature and
research, this study aims to contribute to the
development of effective strategies in preparing future
teachers to use project technology in their teaching
practice.
KEYWORDS
project
activities,
educational
technologies,
professional
competence,
innovative methods, creativity,
problem-based
learning,
independent thinking.
INTRODUCTION
Today, the reforms taking place in the education system, the rapid development of modern
technologies require the teacher not only deep theoretical knowledge, but also practical skills,
creative thinking and a project approach. In particular, project skills play a key role in the
professional training of future teachers.
The orientation of the education system to the personal and professional development of
future teachers has led to significant changes in the content and technologies of the structure
of training specialists in higher pedagogical institutions in recent years. The humanization,
differentiation and democratization of pedagogical education make the education system
more flexible, diverse and open. As a result, objective conditions have emerged for students to
choose educational areas that fully meet their personal and professional needs and
aspirations.
Humanization of education is based, first of all, on the idea of education focused on meeting
the needs of the student, which was expressed in the transition from literacy pedagogy to
person-centered education. The goal of person-centered education is to preserve and form the
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mechanisms of self-awareness, self-management, self-development, necessary for the
formation of a person's unique personal worldview and dialogical interaction with humanity,
nature, culture and civilization. At the same time, by self-awareness we understand the
process and result of the maximum development of human inclinations and abilities, their
implementation in practical work. This is also the desire of the individual for constant self-
improvement.
Self-regulation is a person's constant desire to connect his actions, behaviors, intentions,
interests with the interests of other people, their actions and intentions, to motivate himself
as a person, without losing his own individuality, to manage the interests of society. . Self-
determination is the formation of a person's moral position, affirmation of his "I", awareness
of himself, his place in society, his purpose in life. The need to introduce a student-oriented
approach in higher education is confirmed by the educational paradigm formed in the process
of developing the most important directions of higher education reform.
LITERATURE ANALYSIS AND METHODOLOGY
It should be noted that the general direction of determining the level of methodological
analysis of this problem is research reflecting the philosophical understanding of the essence
of preparation for project activities (N. G. Alekseev, Yu. V. Gromyko, VI Zhuravlev, K. M. Kantor,
V. V. Kraevsky, V. A. Lek-Torsky, A. M. Novikov, A. V. Rosenberg, VM Rozin, Vn Sadovsky, Vf
Sidorenko, vs Shvyrev, G. P. Shchedrovitsky, E. G. Yudin) In a number of publications,
normative knowledge for preparation for socio-pedagogical project activities (V. N. Burkov,
Ts.J. Jones Garth, A. F., T. Maldonado, Zotov And A. Newell, J. Reitman, G. Simun, P., D. V.
Shapiro Tepalik). In some works, the preparation for project activities of a secondary school
teacher (O. A. Abdullin, Z. I. Vasilyeva, O. S. Gazman, F. N. Gonobolin, V. Yu. Krichevsky, N. V.
Kuzmina, V. A. Slastenin, A. I. Shcherbakov) is considered from the point of view of the
preparation of students for project activities. The theoretical and methodological foundations
of the developing project paradigm in education were developed to a certain extent in the
works of V. N. Averkina, N. V. Bochkina, S. A. Gilmanov, V. I. Zagvyazinsky, V. V. Rubtsova, A. M.
Tsyrulnikova, V. A. Sturby, V. Z. Yusupov. They carried out a conceptual analysis and synthesis
of theoretical ideas on projecting in various fields of humanitarian knowledge, which allowed
them to take a new step forward in understanding the essence of the project paradigm in
relation to the goals of reforming and developing Russian education; the general philosophical
principle of development was clarified, on the basis of which innovative changes are being
implemented in education today; theoretical foundations of preparation for social pedagogical
project activities in regional education were developed, defining its essence, general
principles, technologies, and methods of project activities in the processes of regionalization
of modern education; a general concept was formed. [1; 456,492-b]
RESULTS
Pedagogical design serves as a methodological basis for studying the problems of the quality
of professional pedagogical education. “Pedagogical design is a system of coherent,
interconnected actions of a teacher aimed at solving pedagogical problems or systematically
and consistently implementing a pre-planned pedagogical process in practice.” The project
problem has its own history, and the term “pedagogical project” is often found in pedagogical
literature in the following sense: a project in education is a set of formalized pedagogical ideas
aimed at designing an educational system, pedagogical processes and technologies, as well as
programs for their practical implementation. In this case, a project, according to E.S. Zaire-Bek,
means the development of ideas and programs of activities to transform what is necessary or
possible into what is possible. The developed set of ideas and programs of activities (in this
study, the individual educational direction of the student) is the product of the project. The
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project as a field of professional activity originated in engineering, construction, production,
and then spread to activities in the economy, management, social sphere, in particular, to
pedagogical activity. According to V.E. Radionova, the multifaceted cultural and historical
phenomenon of the project, which is present in all areas of its activity, stems from an
important component of the life of any person. Professional pedagogical activity - scientific or
practical - is no exception to this line. [3; 68-b]
It has long been proven that any purposeful human activity is associated with planning the
possible results of this activity. For centuries, a teacher in everyday practice and education
had to make various decisions based only on individual planning of the consequences of such
decisions, on his professional intuition developed by previous practical experience.
Project activity forms in students such skills as independent thinking, analysis of problem
situations, making creative decisions, and working in a group. By acquiring these skills, future
teachers will have the opportunity to work on the basis of innovative approaches in their
future pedagogical activities.
It is important to create the following pedagogical conditions for the formation of project
skills in future teachers:
• Organizing lessons based on a project approach;
• Using innovative and interactive educational technologies;
• Using tasks aimed at independent and creative activity;
• Introducing project-based methods in pedagogical practice;
• Teaching students the skills of analysis, planning, organization and evaluation.
Modern information and communication technologies create wide opportunities for the
effective organization of project activities. For example, group work, project presentations,
and remote discussions can be organized through online platforms. [7; 69,86-b]
DISCUSSION
Pedagogical analysis of the development of project skills in future teachers allowed us to
make some generalizations:
- Today, when society is undergoing rapid changes and fundamental transformations,
preparation for project activities is becoming a fundamentally new and fundamental method
of creating conditions for adequate changes in education, identifying internal mechanisms for
its development. Preparation for socio-pedagogical project activities as a form of social
practice is a specially organized multi-professional activity for the implementation of complex
developments in the field of multidisciplinary research and development and educational self-
development.
- Preparation for socio-pedagogical project activities is an ideal preparation for project
activities (development of the idea of preparation for project activities) and the
simultaneous practical implementation of the project plan, related activities (pedagogical,
scientific, managerial), a series of integrations - what is possible, or what should be. The
integration of this activity is manifested in the preparation for project activities, which are the
living carriers of developers and implementers.
-The developing paradigm of preparation for project activities in education, in addition to
socio-pedagogical education, also includes the development of educational practice,
educational technologies, methods and means of pedagogical activity, and the development of
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educational processes that create optimal conditions for the real subject and activity of human
life, psychological and pedagogical preparation for project activities. Together, this type of
preparation for project activities and the development of new types of educational processes
determine the modern image of practically oriented pedagogical science. [7; 69,86-b]
CONCLUSION
In conclusion, the development of project skills in future teachers not only increases their
professional competence, but also creates the basis for their formation as creative, open to
innovation and responsible educators. This, in turn, contributes to an increase in the quality
and effectiveness of education. Therefore, pedagogical educational institutions need to
establish a well-thought-out educational process in this direction, organized on the basis of
modern requirements.
Thus, preparation for project activities in education is an organized system of activities aimed
at implementing complex research and project development, ensuring the development of
education and self-development as a form of social practice, allowing to meet the needs of a
person in education, the needs of the society in which he lives, and the needs of education
systems.
The logic of pedagogical project training can be expressed in the following types of activities
that change one after another - analysis of current problems or situations, conceptualization,
programming, planning and design of new educational practices, as well as forms of
organizing the activities of the subjects of the process of training for project activities. In some
publications, training for educational project activities is a limited change in the educational
system, which allows achieving new goals within the framework of available resources, real
funds and a specific organization.
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