INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 852
FEATURES OF TEACHERS' PROJECT ACTIVITIES IN THE
EDUCATIONAL PROCESS
Eshpulatov Shakir Nabievich
Lecturer at the Department of Pedagogy and Physical Education, SamDU UF
Shodiyorova Muxlisa
2nd-year student of Mathematics and Informatics, SamDU UF
Annotation:
The article is devoted to the peculiarities of the project activities of the teacher in
the process of innovative education, according to which the use of project technology in the
educational process serves to ensure the effectiveness of students' activities.
Key words:
modelirovanie, issledovanie, sotrudnichestvo, znanie, umenie.
Within the framework of academic subjects, general didactics and specific methods
require addressing the problems related to developing students’ independence and self-
development skills and abilities. This necessitates the search for new forms and methods of
teaching and updating the content of education. In recent years, there have been attempts to
solve this issue in primary schools, particularly through organizing project-based activities.
The success of educating and nurturing students depends on how well a teacher has
mastered project activity, as this kind of activity allows for improving technological solutions
based on the situation, and developing new educational approaches and methods.
According to V.S. Bezrukov, project-based activity is “primarily about developing the
main components of the future activities of learners and teachers.” In any design object-
whether a pedagogical system, process, or situation—the main part consists of the
participants’ activities. Therefore, it is primarily the activities of the teacher and the learner
that are designed. Design is a task for every pedagogue (alongside organizational, cognitive,
and communication skills), enabling the technologization of the educational process. V.S.
Bezrukov also emphasizes the connection between pedagogical project activity and
pedagogical technology: “A pedagogical technology is developed in the design process and
through it, which ensures the development of the participants in the pedagogical process.”
We agree with the view that technology is the product of design.
Project-based activity includes the following: problem analysis; setting objectives;
selecting tools to achieve the goal; searching for and processing information; analyzing and
summarizing it; evaluating results and drawing conclusions.
Subject-related activity consists of three parts: object-related, activity-based, and
communicative. Project activity is one of the methods of developmental learning, aimed at
forming independent research skills (defining a problem, collecting and processing
information, conducting experiments, analyzing results), developing creative abilities and
logical thinking, integrating knowledge acquired in the learning process, and helping
understand the essence of real-life problems.
The goal of project-based learning is for students to comprehend and apply the
knowledge, skills, and competencies gained during their study of various subjects.
The goals of the teacher’s project activity include:
Teaching planning (the teacher must be able to define the goal and outline the main
stages to achieve it);
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 853
Forming the skill of gathering and processing informational material (the teacher
must be able to select the necessary information and use it properly);
Developing analytical skills (creative and critical thinking);
Developing written reporting skills (the ability to create a work plan, present
information clearly, prepare explanations, and have an understanding of necessary literature
and bibliography);
Fostering a positive attitude toward the work (the teacher must take initiative and
strive to complete the work on time according to the planned schedule).
According to G.E. Muravyeva, the level of a teacher’s mastery in project design is
determined by the degree to which they have developed the skills of anticipation, planning,
design, and modeling.
Pedagogical project design is a type of professional activity in which the teacher,
considering natural and social laws, anticipates the future process and result of student
development within a certain time frame. The project of the upcoming educational process is
the product of such design.
Design differs from modeling in its purpose. A project aims to materialize the designed
object in reality; a model is created for investigation. If a model is created first and a project
is developed based on it, modeling can become a component of project design.
Design is closely related to forecasting. They both aim to provide insight into future
didactic events. However, unlike a project, a forecast has a probabilistic nature and
anticipates the outcomes of a didactic process. A project reconstructs those processes. Thus,
forecasting can be included in the project design process.
Construction is also a part of project design. In our opinion, it involves creating
material tools to implement the technological process.
To some extent, project design includes modeling, forecasting, planning, and
constructing elements of the future educational process. It is a complex activity requiring a
teacher to possess practical, didactic, methodological, and technical knowledge, as it outlines
the imagined real educational process.
In conclusion, effectively organizing a teacher’s project activity enables students to
work actively with educational materials, create their own projects, and acquire new
knowledge and skills. By addressing challenges such as misaligned objectives, ineffective
time management, and poor evaluation methods, project-based learning supports the
achievement of quality educational outcomes.
References:
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Деловая книга, 2006. 152 с.
2. Муравьева Г.Е. Проектирование технологий обучения. Учебное пособие. -Иваново,
2001. 44 с.
3. Муслимов Н. А., Уразова М. Б., Эшпулатов Ш. Н. Касб таълими ўқитувчиларининг
касбий компетентлигини шакллантириш технологияси //Тошкент: Fan va
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4. Эшпулатов Ш. Н., Пардаева Г. С. Глава 7. Подготовка будущих учителей
начальных классов к инновационной деятельности в системе высшего
образовательного учреждения //Innovations in education. – 2015. – С. 69-86.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 854
5. Уразова М. Б., Эшпулатов Ш. Н. Педагогическое проектирование как эффективный
способ организации самостоятельной работы студентов //Педагогические науки. –
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