Volume 04 Issue 08-2024
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Cognitive assimilation of knowledge is important in the acquisition of professional activity skills of the future teacher.
In the process of higher pedagogical education, the need for the continuous presentation of modern professional
knowledge to students is increasing in order to form the competence of future teachers for the cognitive acceptance
of professional knowledge. To do this, the emphasis is placed on expanding the scope and scope of pedagogical
–
psychological knowledge offered to students at each stage of acquiring pedagogical skills-Akme. Pedagogical
consciousness, developed as a result of cognitive assimilation of knowledge, allows future educators to form their
own way of working.
KEYWORDS
Future teachers, cognitive assimilation of knowledge, skills of the culture of treatment and communication,
professional competencies, logical thinking and creative activity, cognitive assimilation of professional knowledge,
cognitive assimilation of didactic laws.
INTRODUCTION
To master pedagogical skills, cognitive mastery of the
technologies and didactic laws of the implementation
of education is assumed. It allows future teachers to
think logically and show creative activity, analyze
pedagogical phenomena, be able to see, evaluate
existing problems and correct the gaps that have
arisen. As a result of cognitive assimilation of
Research Article
MECHANISMS OF COGNITIVE APPROACH AND ISSUES OF ITS
IMPROVEMENT IN THE PROFESSIONAL DEVELOPMENT OF THE FUTURE
TEACHER
Submission Date:
Aug 01, 2024,
Accepted Date:
Aug 06, 2024,
Published Date:
Aug 11, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue08-04
Ibragimova Feruza Xolboevna
Doctoral student (DSc) at the Scientific Research Institute of Pedagogical Sciences named after T.N. Kari Niyazi,
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 08-2024
26
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge, future teachers will have the opportunity
to achieve professional skills
–
Akme.
Future students master the ability of students to use
effective methods of organizing educational activities
of a collective nature even alone. To do this, students
are required to thoroughly master the teaching
technique, which forms the basis of pedagogical skills.
It is considered necessary for prospective teachers to
acquire the skills of a culture of treatment and
communication, which allows them to effectively
influence students.
Pedagogical speech and manners of treatment form
the basis of methodological skill. The teacher must
have pedagogical communication and oratory skills. To
do this, students need to be able to express the clarity
of speech, the sound in the process of communication,
to breathe correctly, to express thoughts. Because in
the process of its pedagogical activity, the teacher
must understandably describe the knowledge to
students, attribute to them a positive motivation in
relation to the educational process, be able to
adequately assess the results of educational activities
of those who receive it, and, taking into account the
gaps in their activities, skillfully use knowledge of
psychology and pedagogy in the necessary places.
It is important for the teacher that students are able to
hiss the specificity of their behavior. If the teacher does
not control interpersonal relationships between
students in time, the signs of community will disappear
in the group. The presence of existing differences
between professional skill, professional ingenuity and
innovation in the disciplines of pedagogy and
psychology is theoretically practically justified by
educators.
Students who have mastered professional knowledge
at a cognitive level strive to master professional skills
–
Akme. In this, teachers set themselves the goal of
forming a creative approach to training in students.
This allows each teacher to fully realize their
professional abilities. Teachers who have cognitive
mastery of professional knowledge are able to
demonstrate the possibility of re-communication.
The main content of the professional creativity of
future teachers is knowledge of the form, methods and
means of effective organization of the educational
process, mastering, practical application, ability to
qualimetric analysis of the results of activities,
assessment, study of Advanced International
pedagogical experiments, design of the educational
process, skills for successful implementation.
In improving the professional training of future
teachers, it is necessary to know the following
educational technologies:
1.Technology of teaching in a team, in a group. Each
member is a group of people united on the basis of
care, the main principles of which are: transformation
of small groups, couples, mutual education in them;
mutual control mutual management. As a result of
properly organized pedagogical leadership and
management, the use of these forms represented the
general goal of angalsh, the purposeful setting of
tasks, interdependence and control of the conditions
inherent in the community.
2.Personality-oriented educational technology. A form
of education carried out individually, which helps to
reveal the individual characteristics of the student,
develop his abilities, form as a person taking into
Volume 04 Issue 08-2024
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
account his interests, is called personality-oriented
education.
3. Cooperative learning technology. The main idea of
cooperative learning is to learn together, not just to do
something together. Learners have different abilities
to master the learning materials: some of them quickly
follow the teachers' explanations, others need
additional time and practice. If students are divided
into small groups of 4-5 people and the task of each of
them is clearly indicated, in such a situation, each
member of the group feels responsible for the task
assigned to him and the task of the group. Low
achievers seek help from progressives. Problems
arising in cooperation are solved.
4. Problem-based learning technology. The essence of
problem-based teaching is the teacher's management
of students' cognitive activities to acquire new
knowledge by creating a problem situation in their
studies and solving educational tasks, problems and
questions. The task of problem-based teaching is to
cooperate with students in effectively mastering the
knowledge system and methods of mental-practical
activities, to create in them the skills of creative
application of knowledge to a new situation, to solve
the problems of independence of knowledge and
education. In the method of conducting training
sessions based on problem-based teaching, creative,
creative and heuristic, problem-based presentation of
information, presentation of information through
problem-based initiation are the main methods.
5. Module technology. The learner receives some
independent knowledge based on the program
recommended to him. A module means a completed
unit of educational material developed on the basis of
certain principles, focused on the study of one or more
fundamental concepts of a science.
For the successful implementation of modular
education, the modular program should be subject to
the following principles: orientation of information
materials. An information block is organized based on
the purpose of the topic; compatibility of complex,
integrated and specific didactic goals. To use the
module technology, it is necessary to prepare a
teaching-methodical set consisting of: test tasks that
monitor students' knowledge; independent work
assignments;
educational-methodical
handouts;
bibliography, working curriculum.
Based on the composition of the process of preparing
future teachers for professional creativity, it is
necessary to achieve harmony in the formation of
general cultural potential, specialized knowledge and
personal qualities in improving the cognitive activity of
students. Therefore, there is a need for integration of
all knowledge-related subjects provided in the
curriculum.
Therefore, it is based on the strengthening of
interdisciplinary relations in the teaching of integrated
methodical activities. It is important to use new
pedagogical technologies and interactive teaching
methods in order to develop students' independent
thinking and creative abilities in mastering subjects.
Therefore, person-centered learning can work well
under the influence of collaborative pedagogy, small
group work methods.
The wide introduction of modern information
communications will give a good result in further
increasing the efficiency of educational technologies.
The impact of innovative processes on social
Volume 04 Issue 08-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development is increasing day by day. At all times,
knowledge has been highly valued by mankind, it has
been considered the basis of development of
intellectual abilities in society and man, and served to
increase the efficiency of innovative methodical
activity. After all, "the socio-economic life of developed
countries shows that today investment in knowledge is
developing and has a priority position compared to the
main funds.
It is a systematic, planned activity that is carried out
under the direct or indirect guidance of the teacher
within the framework of certain educational subjects
as part of the orientation of future teachers to
professional creativity, and during it, it is significant
that the methods of increasing the motivational,
cognitive, activity and thinking experience necessary
for the future professional activities of future teachers
are developed.
It is worth saying that the competence approach is the
ability to know, master, and apply didactic forms,
methods, and tools of effective organization of
educational and cognitive activities, their management
and design processes, to be able to qualitatively
analyze the results of individual professional activities,
to study advanced foreign experiences and put them
into practice. fully serves to develop his abilities.
Today, it was not enough for information technologies
and devices to have specific features to create real
cognitive systems. The main shortcoming of such
technologies, which have entered the teaching
methodology and technologies on a large scale, is that
the intellectual actions performed by them are limited
to the framework of the pre-developed program, there
is no possibility to independently base the creative
thought, to independently direct it to the ultimately
positive result.
The main difficulties for future teachers are related to
the lack of work skills for self-acquiring knowledge, low
responsibility and self-discipline. But these problems
should not prevent the introduction of a new form of
education. Based on the above, we assume that
modular-rating teaching is one of the ways to develop
educational and cognitive competence, to increase the
activity and independence of educational and cognitive
activities of future teachers by developing the ability to
self-regulate their educational activities.
It is appropriate to use module rating technology in the
process of monitoring educational and cognitive
development of future teachers. Competence in the
process of independent work helped to implement
high-quality control over educational activities of
future teachers in the process of independent work,
allowed the development of future teachers to reflect
activity and results of independent work in the lesson.
Therefore, the formation of educational-cognitive
competence of future teachers in the independent
work process will be effective in the implementation of
the following pedagogical conditions. First, to organize
the educational and cognitive activities of future
teachers, to encourage their professional and personal
achievements. Properly organized educational and
cognitive activity ensures the effective formation of
positive motivation in future teachers to perform
independent work tasks. Secondly, it ensures the
involvement of future teachers in active independent
work by implementing fixed, variable and targeted
educational tasks, taking into account the subjective
experience of students.
Volume 04 Issue 08-2024
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The proposed educational tasks allowed not only to
determine the specific knowledge of the considered
modules, but also to check their mastery in the
complex, made it possible to predict educational
results, and contributed to professional training that
develops educational and cognitive competence in
future teachers. Thirdly, the results were effective
through the use of module-rating technology in the
process of controlling the acquisition of educational-
cognitive competence by future teachers in the
process of independent work.
Therefore, it is up to the creative pedagogue to
evaluate the results obtained from the use of
information technologies and tools, and to make a
decision about their use or not in the creative
pedagogical process. Of course, in the innovative
pedagogical process, it is not possible to solve such
issues by the teacher himself, to completely transfer
them to the responsibility of smart machines.
At the same time, there is a need to use computer
equipment and technologies with cognitive ability to
perform a part of creative tasks through the creation
of innovation and the independent use of mental
potential.
CONCLUSION
In conclusion, it should be noted that the model of
improving the cognitive activity of future teachers,
that is, students, is based on the innovative principles
of modern pedagogy aimed at the quality of education.
Therefore, in order to achieve such a trend, today's
pedagogue himself is required to develop on the basis
of a comprehensive cognitive approach.
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P
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25-30
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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