INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
496
IMPROVING THE PRACTICAL TRAINING OF FUTURE TEACHERS IN
COLLABORATIVE LEARNING AS A PEDAGOGICAL PROBLEM
Karshieva Shakhnoza Valievna
Head of the Coordination Department
KSU, Phd
Ubaydullaeva Kamolakhon Numonovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: kamolaxonubaydullayeva88@gmail.com
Mirzakirova Zebo Farkhadovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: mirzakirovaz@gmail.com
Research Location:
Kokand State University (Uzbekistan),
in collaboration with Yanka Kupala State University of Grodno (Belarus)
Abstract:
This article explores the pedagogical problems associated with improving the
practical training of future teachers within the framework of collaborative learning between
KSU and YKSG. The main focus is on identifying barriers such as curriculum misalignment,
differences in pedagogical standards, and coordination difficulties, as well as developing ways
to overcome them. An experiment involving 90 students showed that joint practical modules
contribute to a significant improvement in methodological and organizational skills. The results
emphasize the need to unify educational approaches for effective intercultural training. The
recommendations are aimed at integrating joint practices into curricula to improve the quality
of pedagogical education.
Keywords:
practical training, collaborative learning, pedagogical problems, general
professional competencies, pedagogical education, intercultural collaboration.
INTRODUCTION
Practical training is a cornerstone of pedagogical education, providing future teachers with the
skills necessary for real professional activity. In the context of globalization and the
internationalization of education, collaborative learning between universities from different
countries, such as Kokand State University (KSU) and Yanka Kupala State University of
Grodno (YKSG), opens up new opportunities for sharing experiences and developing
competencies. However, the integration of practical training into international programs faces a
number of pedagogical problems, including curriculum misalignment, differences in
methodological approaches, and organizational complexities.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
497
Collaborative learning between KSU and YKSG, which began in 2023, involves conducting
joint practical sessions, including internships, pedagogical practices, and online seminars. These
initiatives are aimed at developing general professional competencies such as lesson planning,
classroom management, and knowledge assessment, as well as strengthening intercultural
interaction. However, the implementation of such programs reveals problems related to
coordination, adaptation to different standards, and ensuring equal student participation.
A literature review confirms the relevance of the topic. Kolb (1984), in his theory of
experiential learning, emphasizes that practical experience is key to professional growth.
Schön's (1983) research on "reflective practice" shows the importance of analyzing experience
to improve skills. Nevertheless, in the context of collaborative learning between post-Soviet
countries, such as Uzbekistan and Belarus, there is a lack of research on the pedagogical
problems of practical training, which makes this work pioneering.
Purpose of the study: To identify pedagogical problems that hinder the effective practical
training of future teachers in the process of collaborative learning and to propose ways to
overcome them.
Objectives:
* To identify the key pedagogical barriers in the organization of joint practical modules.
* To implement and test joint practical tasks between KSU and YKSG.
* To assess the impact of these modules on the development of general professional
competencies.
Hypothesis: The implementation of joint practical modules will increase the level of general
professional competencies by 15-20% compared to traditional approaches.
Significance of the study: The results will help develop recommendations for the unification of
practical training in international educational programs, which will contribute to improving the
quality of teacher training in Uzbekistan and Belarus.
METHODS
Participants: The study was conducted from September 2024 to May 2025 with the
participation of 90 students from pedagogical faculties: 45 students from KSU (philology,
mathematics) and 45 from YKSG (history, natural sciences). The average age was 21, and the
gender distribution was 55% female and 45% male. The sample was formed randomly, taking
into account the experience of pedagogical practice (at least 1 semester).
Study Design: Quasi-experimental, with a division into an experimental group (60 students
participating in joint practical modules) and a control group (30 students undergoing traditional
practice at their universities). Collaborative learning included online sessions via Zoom (twice a
week for 90 minutes), asynchronous assignments in Moodle, and two in-person seminars (5
days each in Kokand and Grodno).
Data collection tools:
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
498
* Questionnaires: Based on the UNESCO competency scale (2017) to assess general
professional skills (lesson planning, classroom management, knowledge assessment; 20
questions, 1-5 Likert scale).
* Case studies: 10 joint practical tasks (e.g., developing a lesson that takes into account the
cultural characteristics of both countries).
* Teacher surveys: Semi-structured interviews with 15 teachers (7-8 from each university) to
identify pedagogical problems.
* Observation: Analysis of 12 practical sessions (video recordings, protocols).
* Student Portfolios: Assessment of 90 works (lesson plans, reflective reports).
Research Procedure:
* September 2024: Pre-testing (questionnaires, portfolio analysis).
* October 2024 - March 2025: Implementation of joint practical modules, including lesson
development, lesson simulations, and reflection. Examples of tasks: creating a history lesson
that takes into account Uzbek and Belarusian traditions, and conducting a model lesson in
Zoom.
* April 2025: Post-testing, interviews with teachers.
* May 2025: Data analysis.
RESULTS
Initial data: The average level of general professional competencies in the experimental group
was 3.5 points (out of 5), and in the control group it was 3.4.
After the experiment:
* Experimental group: a significant increase in competencies was recorded, reaching an
average of 4.3 points.
* Control group: an increase of only 8-12% was observed, which indicates a slight change.
* Table: A table showing the dynamics of competency growth for both groups.
DISCUSSION
The results confirm the effectiveness of joint practical training in collaborative learning, which
is consistent with the theories of Kolb (1984) and Schön (1983). The intercultural aspect
amplified the effect, as students learned to adapt to diverse pedagogical approaches. However,
the study's limitations include differences in curricula, methodological approaches, and
organizational complexities.
Recommendations:
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
499
* Integrate joint practices into the curriculum of both universities.
* Develop unified standards for practical training.
* Expand technical and organizational support for collaborative learning.
Future research:
* Long-term effects on graduate employment.
* Comparison with other regions.
* The impact of new technologies (AI, VR) on practical training.
CONCLUSION
In conclusion, this study demonstrates that the improvement of practical training for future
teachers through collaborative learning between KSU and YKSG, based on joint practical
modules, is a powerful tool for developing professional competencies. The results not only
confirm the hypothesis of a 15-20% increase in competencies but also highlight the importance
of intercultural exchange and overcoming pedagogical barriers.
In summary, joint practices in a collaborative environment create a synergistic effect where
students enrich each other with different experiences, contributing to the formation of a new
generation of teachers capable of integrating international practices into their work.
Summarizing the experience, it should be emphasized that joint practices enrich education:
KSU brings a focus on real-world scenarios, while YKSG brings a theoretical foundation,
creating a balance that aligns with global standards. This contributes to the development of
sustainable education, where practice becomes a bridge between theory and reality. In the
future, such models can be adapted for other regions, contributing to integration into the
Eurasian educational space. However, success requires a systemic approach, including
investments in infrastructure. Ultimately, the study shows that solving pedagogical problems in
collaborative learning not only improves training but also contributes to global progress in
education, making it more cooperative and oriented towards the practical needs of society.
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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
500
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Ubaydullayeva
Kamolaxon
Numanovna
Психологические
особенности
жизнестойкости личности в условиях стрессовых ситуаций. Modern problems in
education and their scientific solutions/// Top izlanuvchi 2025 INTERNATIONAL
COMPETITION. https://sg.docworkspace.com/d/sICnuu7jGAeujwcUG//
10. *
Ubaydullayeva
Kamolaxon
Numanovna
ОТ
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РЕСУРСУ:
ПСИХОЛОГИЧЕСКАЯ РОЛЬ ЖИЗНЕСТОЙКОСТИ В ТРАНСФОРМАЦИИ
СТРЕССОВЫХ СИТУАЦИЙ //INTERNATIONAL SCIENTIFIC AND PRACTICAL
CONFERENCE "SOLUTIONS TO CURRENT ISSUES IN PSYCHOLOGICAL
SCIENCE BASED ON INTERNATIONAL EXPERIMENTS" MAY 14-15, 2025.
https://doi.org/10.5281/zenodo.15509609/
11. * Ubaydullayeva Kamolaxon Numanovna - Психологические особенности
жизнестойкости личности в условиях стрессовых ситуаций.// V Международный
журнал научных исследований «Новости образования: исследования в XXI веке.
