International Journal of Pedagogics
203
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
203-206
10.37547/ijp/Volume05Issue06-56
Stages In The Development Of Professional Training For
Teachers And Prospective Teachers
Sojida Saifullaevna Gafurova
Jizzakh Polytechnic Institute, Jizzakh City, Republic of Uzbekistan
Received:
14 April 2025;
Accepted:
15 May 2025;
Published:
19 June 2025
Abstract:
This article explores the essence of the management system for developing the professional identity of
future teachers within the professional practice of university educators. The author concludes that the professional
development and self-education of university faculty remain underexplored areas in the pedagogy of lifelong
learning.
Keywords:
profession, pedagogical process, model, personality, content, health, form, method.
Introduction
The system of managing the professional development
of a teacher's personality in the process of continuous
pedagogical
education,
being
a
fundamental
component of social management, possesses a number
of general and specific characteristics. The general
characteristics include the presence of both a subject
and an object within the system of managing
professional upbringing; the multi-level nature of both
the subject and object of management; as well as the
existence of direct and feedback connections between
the stages and components of continuous pedagogical
education. Direct links refer to the mechanisms
through which the management subject influences the
object. The main stages of the management process
include goal setting; collection and processing of
scientific data; diagnosis and forecasting; analysis and
systematization of facts; achievement of the goal, and,
on this basis, the formulation of a new goal. Among the
specific features of the activities of an educator, school
teacher, and university lecturer.
Given the continuous and successive nature of
professional upbringing and its holistic character, the
components of universal and national education
systems are presented as necessary and sufficient for
its functioning. In our study, the key structural
components of continuous pedagogical education
include: the content, forms, and methods of
educational and career guidance activities at the pre-
university stage; the educational activities of university
instructors as agents in shaping the professional
development of the future teacher's personality; and
the system-forming factors, which are represented by
the goal-setting factor, the outcome factor at the stage
of the teacher's professional advancement, and the
activity of the lifelong active teacher (lifelong
practicing) teacher.
Scientific analysis shows that the actions and
aspirations of a professional's personality form the
foundation of their skills. In the course of our research,
we found that the management of the professional
development of a future teacher's personality within
the professional activities of a university instructor, as
a type and core component of social management,
represents a purposeful activity based on a set of skills
in pedagogical analysis, goal-setting and planning,
organization, control, regulation, and adjustment of
educational influences within the process of
continuous pedagogical education. The activity of a
university instructor, in accordance with the system of
managing the professional development of the
personality of the future teacher and the practicing
teacher under consideration, is carried out at three
interrelated and interdependent stages: pre-university,
university, and post-university. As we have already
stated, each specific stage addresses its own clearly
defined objectives. At the pre-university stage,
professional self-determination takes place
—
that is,
the awareness of the correctness of the chosen
profession for both society and the individual. During
this stage, the direction of interests is shaped, a general
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International Journal of Pedagogics (ISSN: 2771-2281)
cultural level is established, a spiritual need is formed,
and basic elements of practical pedagogical activity are
acquired. At the university stage, professional
upbringing takes place; that is, the future teacher
develops
professional
self-discipline,
cultivates
professionally significant qualities and general
pedagogical culture, and forms an adequate
assessment of their capabilities in pedagogical activity.
At the post-university stage, the attitude towards
pedagogical activity is formed, the level of practical and
creative professional activity is improved, the
awareness of one's «I» and its relationship with the
collective «WE» deepens, analysis and evaluation of
one's professional upbringing are carried out, and the
aspiration for purposeful enhancement of general
culture and continuous education is strengthened. The
system of managing the professional development of
the future teacher's personality reveals the essence of
managing educational work in the process of
continuous pedagogical education. Our study
characterizes the structural and functional components
of the professional upbringing system, substantiates
the place and role of the university instructor in the
system of managing the professional development of a
teacher’s personality; and analyzes the current state
and challenges of improving the management of
professional upbringing in the process of continuous
pedagogical education.
During the study of the problem’s state, it was revealed
that despite the significant expansion of research scope
in higher education pedagogy and continuous
pedagogical education, the professional upbringing
and self-development of university instructors remain
insufficiently explored areas within the pedagogy of
continuous education.
The structure of the actual educational activities of
university instructors' teaching work remains
insufficiently studied, depending on their scientific and
pedagogical qualifications, the focus of their
professional activities, gender and age characteristics,
and the development of the educational skills of
university instructors, who train future professional
educators.
An objective analysis of the initial data leads to the
conclusion that the reasons for teachers’ insufficient
readiness to address social and professional tasks in
student educational work include the lack of a
scientifically grounded system for educational work
with students, the absence of unity and continuity
among the stages of continuous pedagogical
education, and the weak consideration and utilization
of the educational potential of university instructors’
activities. The level of preparation of future teachers in
pedagogical institutes and universities for educational
work is much lower than for academic work. Thus, the
development of a teacher’s skills in teaching activities
progresses significantly more intensively than in
educational work.
It is known that a system as a whole consists of
separate structural elements that are interconnected in
a specific way. In our study, each component is
considered as a subsystem and operates in accordance
with the unified goal set before the system as a whole.
The management system shapes the arrangement of
elements and their interaction. The pedagogical
leadership of the governing div, based on new
pedagogical and information technologies, facilitates
the acquisition of necessary information, which is
systematically presented in separate sections of our
dissertation Currently, work is underway to improve
the effectiveness of continuous education. Life itself
constantly imposes new demands on the education
system, where quantitative and qualitative changes are
driven by the rapid and ever-increasing pace of
development in pedagogical science.
The study of the problem’s state shows that the
effectiveness of the management system of continuous
pedagogical education partly depends on decisions
made during the professional development of the
teacher's personality based on the assessments and
opinions of specialists, i.e., expert evaluations. Expert
evaluations can serve as an important source of
information in solving management system tasks,
forming the objective functions of controlled entities,
studying
these
entities,
selecting
influencing
variables
—
including continuous ones that determine
the nature of the processes occurring within them
—
and so forth.
Expert evaluations reflect the experience, intuition,
and knowledge of specialists regarding the studied
object and, despite their subjectivity, contain useful,
necessary, and objective information.
In intellectual decision-making processes, images and
emotional responses to them play the primary role. An
image can be considered as a mental representation of
an object. It is a regulator of relationships and a source
of operations transforming knowledge into a creative
idea. Then the idea is transformed into a decision.
However, a computer program provides a more
accurate and objective answer than an expert.
Studying the state of the management system for the
professional development of the teacher’s personality,
we concluded that a new level of informatics in the
continuous pedagogical education system should
ensure the widespread establishment of specialized
pedagogical information centers or banks. Programs
stored in the computer’s memory will simultaneously
provide new information and consultations on career
choice. During testing, it will become possible to learn
about the student’s level of upbringing and education,
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International Journal of Pedagogics (ISSN: 2771-2281)
as well as their individual abilities.
During the study, we confirmed that the education of
children and students becomes more effective, which
allows, for example, partially eliminating homework
and using the freed-up time for various creative
activities in preschool and primary education. Thanks
to the application of innovative technology, children’s
interest in learning increases: through computer
games, they become acquainted with various
professions;
new
opportunities
for
effective
management
of
continuous
education
are
individualized and implemented. The use of non-
traditional
technologies
contributes
to
the
development of figurative and abstract thinking, as well
as
independent
work
skills.
However,
the
implementation of new pedagogical and information
technology in the continuous pedagogical education
system requires a certain period of time to adapt to
new socio-intellectual conditions. The application of
new pedagogical and information technology can solve
many problems in the process of continuous
pedagogical education, significantly increasing the
efficiency of the work of educators, teachers, and
university lecturers as sources of the professional and
cultural development of modern specialists. The
analysis of the problem’s state made it possible to
systematically present numerous management activity
theories in their chronological order and outline the
most important research tasks in the field of
continuous education pedagogy. The main principles of
management are planning, scientific approach,
democracy, continuity, and optimality.
Thus, the system of continuous pedagogical education
is scientifically manageable The principle of democracy
is a comprehensive principle of socio-pedagogical
management of the professional development of the
teacher's personality in the process of continuous
pedagogical education with the application of new
pedagogical and information technologies. It looks as
follows
z
y
1 2
Figure 1. The course of the pedagogical education process with the use of information technologies.
The pedagogical process, as an object of management,
is characterized by a large number of input parameters.
Let us denote the efficiency criterion of the complex
pedagogical process as Q(u, y, z).
where U-(U1, U2,..., Um)- vector of control variables;
Y-(Y1, Y2,..., Y3)- output vector;
Z-(zl,..., Y3)- search vector;
Y(j)=
f(xl, х2, х2, у1, y2...y(j
-l),y(y+l)...y3.al, a2...am)
Figure 2. The course of the pedagogical process.
When developing the content of psychological-
pedagogical and specialized training for the future
teacher’s personality, it is necessary to
proceed from
the actual professional profile and qualification
characteristics. Psychological and pedagogical training
should provide the necessary knowledge, skills, and
abilities for the rational use of innovative technology in
the process of continuous pedagogical education.
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