Volume 04 Issue 09-2024
55
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
55-62
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Pedagogical and psychological studies were carried out to improve the collaborative skills of young students by
implementing multi-vector approaches to the analysis of pedagogical mechanisms in education. The main goal and
tasks of this research was to develop a modern educational model with the help of pedagogical educational programs.
Multi-vector approaches based on new pedagogical mechanisms have been analyzed to further increase their
psychological state, spirit and interest in education in the formation of collaborative skills of the young generation.
KEYWORDS
Education, pedagogical analysis, collaborative skills, pedagogical diagnostics, pedagogical creativity, pedagogical and
psychological research.
INTRODUCTION
Research Article
PEDAGOGICAL MECHANISMS OF DEVELOPING COLLABORATIVE SKILLS
OF STUDENTS BASED ON A MULTI-VECTOR APPROACH
Submission Date:
Sep 11, 2024,
Accepted Date:
Sep 16, 2024,
Published Date:
Sep 21, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue09-11
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology, Karakalpak State University named after Berdakh,
Republic of Karakalpakstan, Uzbekistan
Arzueva Ayjamal Azamat qizi
Student of Karakalpak State University, Uzbekistan
Kujamuratova Gulnaz Jumabayevna
Student of Karakalpak State University, Uzbekistan
Iskendarova Shayra Sabirovna
Student of Karakalpak State University, 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 09-2024
56
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
09
P
AGES
:
55-62
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In this article, based on the multi-vector approach in
education, based on the diagnostic activity of the
teacher, the created models of the process of
formation of the phenomenon studied in the
implementation of the educational system through the
model of diagnostic analysis of the collaborative skills
of young students are presented. Pedagogical
mechanisms in the educational system consist of two
stages
of
basic
pedagogical
education
and
psychological aspects, the proposed model for
creating a model of pedagogical conditions for the
development of the phenomenon under study, and for
creating a model of collaborative skills of young
students. we put forward the opinion that the teacher,
taking into account his knowledge and skills, should fill
it with components according to the solution of a
specific problem. To develop a model of diagnostic
activity in pedagogical education based on a multi-
vector approach, to determine the procedural aspect
of the dynamics of the formation of collaborative skills
of diagnosed students, to perform research and
diagnostic analyzes to create a factor of the process of
formation of the phenomenon under study, step by
step based on the procedures for modeling the system
of pedagogical conditions for the development of the
phenomenon under study, diagnostic activity is
reflected as an algorithm of the model system. The
urgency of forming and developing diagnostic
competence, studying and revising the teacher's
professional activity, and ensuring his active
participation in the implementation of the main
principles of modern education require an immediate
solution: teachers who understand in the context of
their goals and tasks recognize that pedagogical
diagnostic activity should become an integral part of
their professional activity, but at the same time
emphasize that they lack knowledge and skills in the
field of pedagogical diagnostics to implement it.
Different models are used in the teacher's diagnostic
activity, which can be classified for different reasons. If
modeling is used to improve educational practice, it is
recommended to rely on the following three model
systems: a model of the process of formation of the
studied phenomenon (object, quality or activity) as a
self-developing integrated system; a model of
pedagogical conditions as a pedagogical environment
for the formation of this object (or a set of activities to
improve the student's collaborative skills); it will be
possible to improve the collaborative skills of young
people through the model of the teacher's
professional activity in the organization of activities for
the development of the student's collaborative skills,
provided for in the previous model. We will consider
the procedure for creating these models, each of
which has structurally meaningful and dynamic
aspects. The created models of the formation process
of the studied phenomenon consist of two stages -
revealing the basic and dynamic aspects. In the multi-
vector approach, the teacher needs to create a
meaningful model of the object of pedagogical
diagnostics (characteristics, qualities, areas, human
activity, etc.) as a whole. The most correct method is to
define the object diagnosed on the basis of the
theoretical analysis of philosophical, sociological,
psychological and pedagogical literature as a whole
separated from the personal, activity and pedagogical
system in improving the collaborative skills of
schoolchildren. For this, it is necessary to determine
the typical characteristics of the selected event
(pedagogical diagnostic criteria and parameters,
manifestation). Collaborative skills of other students
distinguish him from the characteristics, qualities or
human sphere or activities. Such a pedagogical model
creates an opportunity to make not only a
Volume 04 Issue 09-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
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55-62
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
comprehensive, but also a deep structural diagnosis
without disturbing the overall view of the object during
the analysis process. In order to determine the
procedural aspect of the dynamics of the formation of
collaborative skills of the diagnosed student, it is
intended to develop a model of the development of an
educational event that serves as a basis for the
development of the goals of pedagogical activity. The
first model (in a combination of its structural and
dynamic aspects) determines the humanitarian
content of the diagnostic activity, the collaborative
skills of young learners, and fills it with pedagogical
meanings. Otherwise, the diagnosis ends by itself, it
"leaves" from the pedagogical process. This model
makes it possible to move from data to understand
pedagogical phenomena and the laws of their change
in order to choose appropriate methods of
organization and management of pedagogical
processes. It should be noted that mandatory
submission to management does not mean superiority.
In modern sciences, the functions of organized
systems that ensure the preservation of their unique
structure, the maintenance of the mode of operation
and the implementation of their programs are
considered. The answer to this question is that the
collaborative skills of young students are distinctly
different from the mechanistic ideas of the educational
strategy and the humanitarian strategy. In order to
create a model of pedagogical conditions for the
development of the phenomenon under study, the
teacher should choose among them pedagogically
controlled conditions in determining the external
conditions that significantly affect the process of the
formation of collaborative skills of his students. In this
case, the factor is understood as the internal driving
force of the process, and the condition is external, to
some extent or consciously developed by the teacher,
which offers a situation that has a significant impact on
the process, but does not guarantee a certain result. In
order to create a factor of the formation process of the
phenomenon under investigation, the following
research and diagnostic procedures should be
performed: it is necessary to choose the components
that stand; In accordance with these criteria, the most
optimal set (complex) of diagnostic methods is
selected for individual components and events in
general; In the model based on pedagogical activity,
students can be divided into several groups: for
research purposes, for daily pedagogical activities, it is
appropriate to implement management control. It is
possible to further increase students' interest in
science by conducting and describing a diagnostic
experiment in pedagogical activities. It is possible to
diagnose step by step: it is appropriate to pay attention
to the "experimental" expertise of a limited sample to
select pedagogical diagnostic criteria and methods,
mass diagnostics to identify pedagogical trends, and
analytical results of diagnostics in a sample selected at
the previous stage. By summarizing the results of
pedagogical
diagnostics,
systematization,
generalization, analysis in education is carried out
based on tables, monographic characteristics, models.
In pedagogy, the theoretical model and diagnostic
results should be used to determine the constant and
variable signs of the phenomenon, to choose the
optimal methods of diagnosis and to the conditions of
the development of the phenomenon being studied, in
real pedagogical experience, the development and
disappearance of the object being studied. draw
conclusions about the suitability of determining the
conditions for In the process of making a diagnosis, the
teacher reveals not quantitative relationships, but
quality and the impact of various conditions on the
formation of collaborative skills of young students. As
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Publisher:
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Servi
a result, the theoretical model is improved, the
formation factors of the studied phenomenon are
selected, which allows to choose pedagogically
regulated conditions based on their analysis.
Integrating different disciplines requires collaboration
with a representative of another field. As a result of
this, there is a mutual cooperation between the school
team. Each subject teacher is well-versed in his or her
area of expertise and is able to share knowledge as a
result of teaching other subject teachers. As a result of
their advice and support to each other, each subject
teacher has the opportunity to provide integrated
knowledge to students during his lesson. Passing
lessons on the basis of integration encourages not only
students, but also teachers to work as a team. As a
result, the quality of the imparted knowledge will be
better and the results will be higher. When organizing
integrated lessons, it is appropriate to organize lessons
based on the interests and needs of students. This
increases the motivation of students and increases
their interest in mastering the knowledge given based
on their collaborative skills. In addition, in order to
increase the activity of students, it is possible to
effectively implement interdisciplinary integration as a
result of using interactive methods, educational
technologies, online platforms, organizing interesting
lessons. In this way, students take a break from
receiving information, as a result of integrating
lessons, information increases, receiving a lot of
information causes boredom in young students. In
addition, students working in groups, solving problems
together, and conducting practical experiments
increase their interest in science, the collaborative
skills of young students, and they strive to acquire new
knowledge. In order to improve the effectiveness of
integrated lessons, it is necessary to communicate with
students. If they are provided with ideas on how to
connect sources, students will solidly absorb this
knowledge through proper understanding in a logical
way, avoiding hesitations in real life use. In addition, it
is appropriate for the teacher to develop educational
materials for each integrated lesson. The development
of clear criteria and assessment methods for
evaluating organized lessons will help determine the
level of student achievement and help determine
performance indicators. In general, interdisciplinary
integration is an important tool in the development of
competence in elementary grades. Because it helps
students to consolidate their knowledge and develop
practical skills. This approach enhances students'
critical-thinking skills in a comprehensive learning
experience and helps them become more successful.
Interdisciplinarity provides unique, interesting and
effective lessons for elementary school students. It
helps them to expand their world view, acquire deeper
knowledge, develop their creative thinking, and be
able to find independent and clear solutions to
problems. In order to model the system of pedagogical
conditions for the development of the phenomenon
under study, it is necessary to perform the following
procedures: analysis of empirical pedagogical
materials and pedagogical literature to determine the
developing efficiency inherent in practical methods
and forms of working with students, based on the
analysis based on one's own pedagogical experience it
is necessary to choose methods, teaching methods
and forms of work characteristic of the most effective
and controlled pedagogical conditions; Opportunities
are created to select means of pedagogical process
control (pedagogical diagnosis and correction), as well
as to experimentally determine the effectiveness of
the proposed system of conditions. This model is
primarily used to diagnose the pedagogical potential of
students. Since it reveals the unity of internal factors
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Publisher:
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Servi
and external conditions for the formation of a
pedagogical phenomenon, it allows to move from a
one-time diagnosis to monitoring the pedagogical
process. This model is gaining importance in improving
pedagogical activities. At first glance, it is required only
by the administrative and methodological services of
the educational system to analyze, verify and evaluate
pedagogical activity. But without self-diagnosis of
professional activity, self-development of the teacher
is impossible. Thus, the normative model of activity is
very important not only in the design of the diagnostic
system, but also in the design of the developing
pedagogical activity. In conclusion, it can be said that
the training in it, using the components indicated in the
diagnostic system of the teacher's professional activity
in this article, by individual teachers, if there are
problems that need to be solved clearly in the
educational process, and this If it reflects the analyzed
results of solving the problem, it will undoubtedly give
an effective result. Also, the effectiveness of the
educational process is ensured by the organization of
independent diagnostic activities of educational
courses to solve identified problems. Creativity
includes the organization of the educational process,
the construction of a creative educational process, the
development of creative potential from educational
technologies, the development of a balance of
different methods, knowledge and skills. A teacher can
skillfully use several technologies during one lesson. In
the course of the lesson, the use of interdisciplinary
integration leads to the expected result, so that the
teacher can better form the competence of the
students, so that the knowledge is deeply and firmly
preserved.
Interdisciplinary
integration
is the
collection and delivery of information from related
disciplines in order to further enrich information within
a given discipline, to understand it more clearly and
more widely. One of the most important
methodological
foundations
of
the
modern
educational process is interdisciplinary integration. The
development of modern scientific knowledge, which
leads to the emergence of more and more new
scientific disciplines, must inevitably take into account
the processes of its interdisciplinary integration. From
this point of view, interdisciplinary integration of
competence formation becomes a logical basis for self-
development of the future. Specialist Interdisciplinary
communication leads to the integration of disciplines
in the educational system, which are based on the
acquisition of various knowledge by students in the
study of a large number of academic subjects. The
need
to
synthesize
knowledge,
master
it
comprehensively and apply it in practical professional
activity and human life is the basis for the development
of
interdisciplinary
integration
at
all
levels.
Interdisciplinary integration prevents repetition of
information, creates a wider area in the process of
imparting knowledge, and saves time. The purpose of
establishing connections between disciplines is to
arouse students' interest in learning, to connect theory
and practice, to develop their competencies and to
help them apply in independent life. As a result of
teaching students using interdisciplinary integration,
they can improve the quality of education by providing
interactions between different disciplines and
combining the knowledge they have acquired from
different fields. Interdisciplinary integration helps
students expand their worldview, develop their
knowledge and skills, and better understand the
studied materials. Pedagogical creativity is manifested
as a set of skills related to creativity and creative
qualities of a person. Creativity includes a high level of
sensitivity
to
problems,
intuition,
foresight,
imagination, research and reflection. A person's
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Servi
creativity is manifested in his thinking, communication,
feelings, and certain types of activities. Creativity
describes a person as a whole or his specific
characteristics. Creativity is also reflected as an
important factor of talent. In addition, creativity
determines mental sharpness. It can be seen that
creativity is a process directly related to the individual-
psychological characteristics of a person. Its
development is influenced by the process of intellect-
intuition-logical thinking. Analysis of the mentioned
general competencies allows us to say that research
skills are the basis of the general competencies of a
modern
specialist.
Modern
requirements
for
professional training in the form of general
competencies are expressed in a system of specific
knowledge and skills. Pedagogical professional
competences are necessary competences for carrying
out professional activities. In improving the quality of
education, interactive teaching methods during the
lesson are of great importance. Interactive methods
form students' independent thinking process and
worldview. Interactive education is education based
on the organization of action based on mutual
cooperation in order to acquire knowledge, skills,
competences and certain moral qualities of the
participants of the educational process. On the basis of
interactive methods, students' competence is formed
and developed, and as a result, students are helped to
develop mentally and physically, work with
information, master science and technology literacy,
and make important decisions in the future. That is why
special attention is now being paid to the development
of competencies. The result of the analysis of the
professional activity of the students of the pedagogical
direction and the result of the analysis of the
educational process in this direction allows to draw a
conclusion about the interaction of the components
with the main pedagogical professional competencies.
There is a direct interaction and interdependence
between the types of professional activities and the
theoretical foundations of training in accordance with
the qualification requirements. In the conditions of the
current globalization, education of the student's
personality, with the demands of time and
development, requires a strong intellectual ability and
pedagogical skills from the teacher. The reason is that
we cannot deny that the success of developed and
developing countries is also due to the effectiveness of
the requirements placed on the educational process.
Because today, the achievement of educating a
student as a well-rounded person is a phenomenon
that is directly related to the development of the
country in every field in the future. Behind the reforms
that are taking place in the field of education in our
country is the issue of educating a mature generation
who thinks independently, can deeply analyze the
ongoing political and social processes, has its own
position in the development of the country, has a
broad worldview, and is intelligent. Achieving this
begins with the correct development of the student's
thinking processes in forming him as a person. Thinking
is a mental activity that is carried out using mental
operations
such
as
independent
analysis,
generalization, inductive and deductive conclusions,
comparison, clarification, abstraction, as a result of the
unity of human sensory organs and mental activity.
Russian scientist V.M. Clarin interprets thinking as
follows: "A normal person cannot be imagined without
thinking. Every moment, every minute, the human
brain is busy with some thoughts. Organizing them,
focusing on them, solving them with internal or
external speech is a process of thinking. It can be
understood from the views of the scientist that the
thinking process is a product of the relationship
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between language and thinking. Thinking, which is the
object of study of logic, is realized in speech processes
as a higher level of thinking. In one of the scientific
studies aimed at the development of logical thinking,
our researchers wrote: "Thinking is a process of
personal cognitive activity, characterized by a direct
and generalized reflection of the event. Thinking
embodies interdisciplinary research, complex sciences.
Reasoning allows a person to find connections
between real events, but in order for the determined
connection to reflect the exact state of the situation, it
must be objective, correct, or in other words, based on
logic, in accordance with the laws of logic. emphasizes.
CONCLUSION
In conclusion, we can say that in the development of
pedagogical mechanisms (pedagogical models) for the
development of collaborative skills of young students
based on a multi-vector pedagogical and psychological
approach, based on the modern educational program,
it is necessary to form the worldview of young people
and make them morally perfect people. education is
our main goal. During these studies, we provided
detailed information about the role of pedagogues-
teachers in the development of collaborative skills of
students. Our research will be based on multi-vector
pedagogical research in education to further increase
students' interest in learning.
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