Volume 04 Issue 06-2024
119
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article discusses the theoretical and practical foundations of training future teachers for socially oriented
educational work. The article also highlights the topics of experimental lectures, general requirements for their
conduct, leading methods, as well as types of students' independent work, criteria of social education, the topic of
the seminar.
KEYWORDS
Socially oriented educational work, lectures, methodology, types of independent work, criteria of social education,
seminar.
INTRODUCTION
The strategic goals for the development of the country
and our society provide for intensive ways and
conditions for the transformation and reform of
education and such an important aspect as education,
primarily in the training of teaching staff, which is
clearly presented in the Concept for the development
of the higher education system of the Republic of
Uzbekistan until 2030.
Organization, modified content, social orientation of
education, its new technologies are an important
factor in the formation and development of
personality. Relevant state documents, presidential
Research Article
THEORETICAL AND PRACTICAL PREPARATION OF FUTURE HUMANITIES
TEACHERS FOR SOCIALLY ORIENTED EDUCATIONAL WORK
Submission Date:
June 11, 2024,
Accepted Date:
June 16, 2024,
Published Date:
June 21, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue06-21
N.M. Urinova
Associate professor at FerSU, Uzbekistan
S. Xuseinovna
M
aster’s student at FerSU
, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
120
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
decrees, resolutions and orders of the Cabinet of
Ministers are developed and accepted for execution.
The priority of the problem of education, in particular,
of a social orientation, is increasing in all educational
structures, primarily in the system of training teaching
staff, primarily for educational, socially oriented work.
However, despite the extreme relevance and demand
of the problem of social and pedagogical aspects of
educating a new personality, in the social education of
students, in the preparation of future teachers for
educational work, in domestic pedagogy, there is weak
activity in the study of adequate topics. Teachers of
psychological
and
pedagogical
disciplines
at
pedagogical universities need recommendations on
the social education of students, in revealing the
methodology of social and pedagogical features of
preparing future teachers for educational work. It
should be noted that research of a socio-pedagogical
nature has recently intensified in the republic.
Theoretical preparation of students for organizing
educational work, according to N.V. Shtilman, suggests
“their assimilation of the laws of the integral
pedagogical process (compliance of the content,
forms and methods of implementing the pedagogical
process with the nature of social relations, the level of
development of scientific and technological progress
and the productive forces of society; inevitability
educational consequences of life relationships,
situations, interaction of a child with the environment;
the formation of personality, its systemic qualities and
properties by the content and nature of activity and
communication; the organic relationship of education,
training and development; ); knowledge of the
principles of an integral pedagogical process
(purposefulness, connection with life, with solving the
problems of the socio-economic development of the
country; scientific character; visibility; continuity;
consistency and systematicity; optimal combination of
forms and methods, means of teaching and education;
taking into account the age and individual
characteristics of students; combination pedagogical
leadership with the development of independence,
initiative and creativity of children; unity of demands
and respect for the individual; reliance on the positive
in the student’s personality; combination of direct
pedagogical influences with methods of parallel
action, etc.)” [1, p. 82].
Lecture classes, according to I.N. Razlivinsky, were
focused on “increasing the level of professional
competencies and were carried out using a
problematic presentation of the material, which
required students to independently comprehend it and
logical,
evidence-based
presentation,
which
contributed to the activation of acquired knowledge,
the formation of key concepts and the formation of
interdisciplinary connections” [2, p. 143].
The main components of the system of socially
oriented education are: the focus of this process on the
formation of a socially active personality in demand by
society in accordance with the concept of modern
education; derivatives from the specified priority goal
of the task; socio-pedagogical factors in achieving this
most important goal. [3.21]
In preparing undergraduate students - future teachers
of the humanities for socially oriented educational
work, the socio-pedagogical image of the future
teacher is enriched and improved. The process and
content of this training, as psychological and
pedagogical disciplines are studied, are built on the
basis of socio-pedagogical characteristics.
Volume 04 Issue 06-2024
121
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the socio-pedagogical features of educational work
at school, we highlight specifically practical ones. It is
from this perspective that this experimental study is
conducted, which occupies a significant place in the
general system of socio-pedagogical training of future
teachers for educational work with a social orientation
as an important system component that determines
the professional knowledge of students, in particular
socio-pedagogical.
Preparing students for social and educational work is
carried out in the process of studying the theory of
pedagogy, mastering pedagogical skills and methods
of educational work in undergraduate studies.
Having studied the programs of these and other
educational subjects, the work plans of faculties and
departments, we did not find a consistent emphasis on
preparing future teachers for socially oriented
educational work, while in the state educational policy
the question of the need for such training of specialists
in the field of education is urgently raised. requires,
first of all, the study of such topics as: “Socio
-
pedagogical educational
work at school”, “Features of
social education of students”, “Social education of
students as a sphere of pedagogical activity”, “Student
in society: its development, activities, communication ,
influence of the environment, assimilation of social
roles,
adaptation”, “Principles of socially oriented
education”, “Fundamentals of pedagogical activity in
the social education of students (system, process,
methods, techniques, means, technologies)”. Taking
into account these priority emphases in preparing
future teachers for socially oriented educational work,
the following theoretical and practical topics are quite
thoroughly studied and discussed with students:
“Social and pedagogical features of educational
work”, “Theoretical and practical knowledge on socia
l
and educational work necessary for a teacher” ,
“Types, forms and directions of social
-educational
work at school”, “Social space in socially oriented
activities of students”, “Pedagogical communication in
the community of students”, “Forms, methods and
technologies
of
social-educational
work
with
students”.
In a series of experimental lectures, we will
demonstrate the study of the above-mentioned topics,
having
previously
determined
the
general
requirements for them and the basic methods, as well
as the types of student work.
General requirements:
- methodological approach to the problem, topic
discussed in the lecture;
- actual and motivational introduction to the lecture of
the social and personal nature of pedagogical social
and educational activities;
- preliminary emphasis on the main points of the
lecture;
- structural and logical presentation of the material
with rhetorical and direct questions that activate the
attention, interest, cognitive activity and intellectual
and creative potential of listeners, as well as previously
acquired professional and pedagogical knowledge;
- maximum approximation of the content of
theoretical and practical material to the real - life,
surrounding reality, pedagogical activity;
- involving students in generalizing, forming
conclusions, conclusions and summaries on the topic
of the lecture, while welcoming bold, independent
judgments and opinions;
Volume 04 Issue 06-2024
122
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
- attention to the communicative manifestations of
students during and after the lecture, caused by its
content, activated by its technology (in answers to
questions posed during the lecture, the final part, in
laboratory work and seminar assignments);
- tracking the socialization of acquired knowledge and
skills in real activities (social and socio-pedagogical).
In the process of theoretical and practical preparation
of future teachers for educational work, taking into
account the socio-pedagogical features of this training,
the following methods are used:
- motivation, motivation; suggestion, persuasion,
exhortation; message, information;
- lecture with elements: presentation (of new
material),
reading
(texts),
story,
retelling;
clarifications,
explanations;
illustration,
display,
example,
sample;
evidence,
mini-discussions;
monologue, dialogue;
- modeling, planning, long-term
“vision”, forecasting;
- taking into account the interests, professional needs
and abilities of students;
- judgment, discussion; generalization and conclusions,
conclusion, summary;
- role-playing, socio-pedagogical situational games,
exercises and trainings;
- questions - answers, tests, reflections, social and
pedagogical tasks;
- requirements (communication norms, rules),
recommendations, memos, guidelines (on pedagogical
communication);
- stimulation, encouragement, encouragement, praise;
- competition, primacy, priority, prestige;
- observation and tracking, comparison, comparison;
- establishing a cause-and-effect relationship;
- opinion: personal, collective, public;
- self-perception, study, analysis, evaluation.
Types of work offered to students in the educational
process: “Reflections...”, “Monologues...”, essays,
abstracts, reports; modeling (social and pedagogical
situations); development of: games with social-
educational content, technology of specific subject-
specific social-oriented educational work, plans for
social-educational
affairs;
event
scenarios;
introspection, introspection, self-esteem.
In the process of theoretical and practical training of
future teachers for educational work, taking into
account the socio-pedagogical features of this training,
criteria for the social education of students were
identified:
• conscious social and personal motive for social
activity;
• combination of personal interests with social and
public ones;
• mastering the necessary social knowledge
and
experience;
• socially significant activities (based on interest and
ability);
Volume 04 Issue 06-2024
123
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
• manifestation of socially significant personality
qualities, especially in extracurricular and school-wide
activities;
• satisfaction with one’s socially oriented activit
ies, its
objective self-assessment;
• maximum use of one's subject in the social education
of students' personality;
• social and educational extracurricular activities;
• organizing and conducting various activities and
events that are socially significant and socially useful;
• systematic, systematic, comprehensive and
integrated social education of students with
predictable results based on specific subject matters -
moral, aesthetic, environmental, labor, etc.;
• creative and innovative approach to the
social
education of students (content, organization,
conditions, process, technologies, means, methods,
diagnostics).
The purpose of teaching students: to perceive the
modern world, the surrounding reality, social
processes as natural evolutionary phenomena in the
sphere of national and universal values; giving of one's
capabilities to public purposes; self-improvement,
primarily social and personal qualities, communication,
behavior, activity.
Helping students: find their place in life, become
socially established, acquire a sense of self-confidence,
their calling, relevance - to facilitate the process of full
personality development through mastering a certain
specialty; to succeed socially and professionally.
Social and educational work in school, collective and
individual, is a task not only of social and pedagogical
importance, but also of socio-political significance.
Social and pedagogical features of educational work at
school are factors characteristic of the modern social
and pedagogical process; conditioned by: reforms in
society, in its main spheres of life, in particular in the
field of education; new priorities and values of
education - the individual as a social value, active,
independent, creative, socially significant and in
demand.
Knowledge by future teachers of the social and
pedagogical features of educational work is the key to
successful social education of the younger generation.
The lecture sessions cover the following aspects of the
chosen topic: relevance of the problem; necessary
categorical apparatus; socio-pedagogical features of
educational work (what is characteristic of them, what
causes them), their classification with consideration of
the conceptual and essential content of such basic
socio-pedagogical features as psychological, national
and universal, pedagogical (theoretical and practical);
guidance for future teachers on the social education of
students; information about social and educational
work at school, about school as a social and
pedagogical system of this education.
During the lecture, students were asked the following
questions:
1. What is the main social and pedagogical mission of a
modern teacher?
2. Name the main socio-pedagogical features of
educational work.
Volume 04 Issue 06-2024
124
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
119-125
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
3. Expand (briefly) one of the socio-pedagogical
features of educational work at school.
4. Your concept of school as a socio-pedagogical
system for the social education of students.
We proposed the following topics for seminar
sessions: “The relevance of the problem of social
education of schoolchildren”, “The main social and
pedagogical features of educational work in school”,
“School is a social and pedagogical system of social
educ
ation of students”, “The conditionality of social
and educational work in school by reforms” in society,
in its main spheres of life.”
In lecture classes, future teachers get acquainted with
the characteristic features of social and educational
work, realize the relevance and practical relevance of
this knowledge; become familiar with the theoretical
foundations of the problem in connection with social
and educational practice at school in the context of
real events in society, in various spheres of life; actively
participate in the discussion of the socio-pedagogical
mission of the teacher, express their opinion on the
socio-pedagogical features of educational work; get an
idea of the school as a socio-pedagogical system
focused on the social education of students. The study
and analysis of students' seminar works indicates a
fairly deep mastery of the essential content of the
lecture, its main conceptual, theoretical and
theoretical-practical provisions.
The results of our research, which (according to the
main criteria indicators) reflect very high achievements
obtained in the process of observing students, talking
with them, questioning and testing, studying,
analyzing and evaluating various written and
theoretical-
practical
seminars,
students’
self
-
assessment of their social and pedagogical knowledge,
skills and abilities, as well as general preparation for
social and pedagogical work at school.
In the experimental groups: 93.3% of students showed
a conscious and motivational attitude towards their
chosen profession as socially significant (53.3% in the
control group); recognize and understand the
importance and need for professional training to
combine personal and professional interests with
social ones - 96% (in the control group - 60%); 94%
mastered socio-
pedagogical knowledge as “excellent”
and “good” (in the control group
- 50%); 86.7% showed
adequate skills and abilities (in the control group -
38.7%); according to a fairly objective self-assessment,
which does not contradict the official one, their
general preparation for social and pedagogical work
was rated as “excellent”
- 44% (in the control - 20%), as
“good”
- 50% (in the control -
20%; here “satisfactory”
40% received a “bad” grade, and 20% of students
received a “bad” grade); 86.7% feel the nee
d for social
and pedagogical self-improvement (40% of students in
the control groups).
CONCLUSION
Thus, the experimental results confirm the validity of
the scientific-theoretical approach to the study of the
problem, the thoroughness of the theoretical-
pedagogical and theoretical-practical preparation of
future teachers for social and educational work.
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Volume 04 Issue 06-2024
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International Journal of Pedagogics
(ISSN
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VOLUME
04
ISSUE
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P
AGES
:
119-125
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
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