Volume 04 Issue 10-2024
205
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Teachers of general educational institutions should act rationally based on the requirements of pedagogical
ergonomics in order to increase the effectiveness of training and education, they should be fluent in all aspects of
organizing a safe and comfortable educational process in an educational institution, they should be extremely
responsible for their duties, they should have the qualities capable of ensuring the safety and comfort of the
educational process.
KEYWORDS
Ergonomics, pedagogical ergonomics, informatics, ergonomic competence, student and educational tools.
INTRODUCTION
Today, the modernization of the education system, its
structural reorganization, and updating of educational
programs, taking into account the latest global
achievements in education, science, technology,
economy, and culture, are being prioritized.
The widespread adoption of advanced technologies,
positive changes in the economy, the expansion of
foreign
investments,
the
development
of
entrepreneurship, small and private businesses, as well
as the integration of lifelong learning with science and
production, and the introduction of ergonomic
approaches to education in accordance with learners'
abilities and opportunities serve as a basis for the
creation of advanced pedagogical technologies,
modern educational-methodological complexes, and
the
improvement
of
the
organization
and
management of pedagogical processes in line with the
requirements of pedagogical ergonomics.
Research Article
THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PREPARING
INFORMATICS TEACHERS FOR ERGONOMIC ACTIVITIES
Submission Date:
October 15, 2024,
Accepted Date:
October 20, 2024,
Published Date:
October 25, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-36
Azizbek Toxtamurodov
PhD Candidate At Namangan 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 10-2024
206
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
This, in turn, imposes new tasks regarding the
improvement of ergonomic competence among
teachers in general secondary education institutions by
organizing education based on the achievements of
education, science, technology, and innovation on a
global scale, in line with the requirements of
pedagogical ergonomics, as well as solving the existing
problems of ensuring the efficiency of pedagogical
processes.
Training Informatics Teachers in Ergonomic Activities
In the process of higher education, the training of
future informatics teachers for ergonomic activities
necessitates improving the content of education, the
readiness and knowledge level of teachers, as well as
the general qualification requirements imposed on
graduates of higher education institutions. This also
requires enhancing the teaching content and methods
and applying advanced pedagogical technology and
the most effective technologies of innovative
education. It is becoming increasingly necessary to
develop essential knowledge, skills, and competencies
related to pedagogical ergonomics among informatics
teachers.
Several authors believe that the principles and
recommendations of ergonomics can be transferred
from the production process to the pedagogical
process. Notably, V.P. Zinchenko correctly points out
that "there is a need to create pedagogical
ergonomics" [4]. Even though "ergonomics" studies
the human-machine system, many of its conclusions
and recommendations can be used to improve the
educational process.
"By synthesizing the achievements of a number of
disciplines on human activity and technical sciences,
ergonomics
can
help
establish
relevant
interdisciplinary links and better organize the learning
process itself" [4]. "One of the methods to solve the
problems of working with complex modern
technologies comprehensively is the use of an
ergonomic approach" [3].
"Taking ergonomic requirements into account, using
the recommendations of this science in designing
school equipment, visual aids, and creating the
necessary comfort in the classroom will undoubtedly
have a positive impact on the acquisition of
knowledge, abilities, and skills by students, thereby
improving the overall learning system" [3].
Currently, providing high-quality education and
rationally organizing the educational process are
essential. In this process, the following participating
subjects can be distinguished: just like producers and
consumers in any production process, the first group
includes the creators of resources for the knowledge
acquisition process (professors, teachers, scientists);
the second group includes the consumers of these
prepared resources (students, advanced learners,
researchers), as well as those who organize and
manage the educational process (teachers and
administrative staff).
The educational and training process in higher
education includes the following aspects: education,
upbringing, formation, and development of qualified
personnel. All of these are aimed at training highly
qualified competitive specialists and are achieved
through the activities of students and professors, the
social environment among students and professors
and its healthiness, the material-technical supply of the
educational institution, established partnerships, and a
number of other factors.
Volume 04 Issue 10-2024
207
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In organizing the modern educational process, the
following factors should be taken into account:
- The evolving methods of acquiring knowledge;
- The introduction of modern educational technologies,
revealing the opportunities for changes in teaching
methods and content;
- The changing role of the teacher in the learning
process;
- The opening of wider opportunities for distance
education and learning.
With the increase in sources of knowledge, a new
concept of learning has emerged: lifelong learning,
continuous education, and others. In this regard, one
of the modern requirements is the radical
improvement of the quality and efficiency of the
learning process, studying the ergonomic aspects of
the educational process, and adopting an integrative
approach to issues of increasing the quality and
efficiency of the activities of educational institutions
and subjects of the educational process. As a result, the
sciences in the "Pedagogy" category are evidently
studied in close connection with ergonomics (creating
a safe and comfortable learning environment),
economics (determining economic needs and
resources in the process of planning educational
development), psychology (considering students'
mental states), sociology (determining social needs in
education), medicine (examining students' health
status and creating special conditions for students with
physical development and health issues), physiology
(considering
students'
physiological
and
age
characteristics),
philosophy
(using
national
approaches and philosophical concepts), mathematics
(applying mathematical calculation methods in
pedagogical diagnostics and research), history
(studying and applying historical experiences of
education), and anthropology (a comprehensive
approach to the human being as an object of
upbringing).
The curricula of some pedagogical sciences have
partially taken these aspects into account, and their
interrelations are presented when describing their
goals and objectives.
In our opinion, the interdisciplinary relationships
planned in the teaching of these sciences and foreseen
in the education of students in the pedagogical field of
higher education for the course "Theory and History of
Pedagogy" do not include a specific section to provide
students with concepts of educational ergonomics,
nor is it planned to teach the psychological-
pedagogical foundations of solving problems in the
education system in this section for bachelor's
students. Moreover, it has not been foreseen to
organize classes on "Pedagogical Ergonomics."
"Pedagogical Ergonomics" is a scientific field that
comprehensively studies the teaching aids, didactic
means,
pedagogical
technologies,
and
the
environment of education and upbringing at school, as
well as the activities of teachers and students [5].
Pedagogical ergonomics aims to create, implement,
determine, and solve the teaching and learning
processes considering the capabilities and interactions
of human beings and technology to establish a safe
and comfortable learning environment, ease the
workload of teachers and students, reduce mental
stress, and eliminate problems in the educational
system [2]
Volume 04 Issue 10-2024
208
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In our opinion, in the teaching of pedagogical
ergonomics, it is crucial to plan issues related to the
ergonomics of the educational and training
environment,
the
biomechanical,
physiological,
anthropometric, and anatomical characteristics of
human labor related to the educational and training
process. Pedagogical ergonomics has particular
significance in preparing informatics teachers for
activities aimed at rationally eliminating problems in
the educational system.
Furthermore, in teaching the "Theory and History of
Pedagogy" course, which includes the purpose, tasks,
and content of upbringing, intellectual, civic, moral-
ethical, physical, labor, economic, ecological, and
aesthetic upbringing, it is advisable to provide
concepts
of
ergonomic
upbringing
and
its
characteristics; during the explanation of requirements
for checking and evaluating learning outcomes, the
psychological-pedagogical conditions of control and
evaluation
effectiveness,
ergonomic
planning,
organizational-executive,
and
control-diagnostic
functions should be explained, as well as the
characteristics
of
ergonomic
competences,
competencies, and culture in relation to the teacher's
personal and professional qualities.
As we mentioned above, ensuring interdisciplinary
relations in the process of teaching "Theory and
History of Pedagogy" and "Pedagogical Ergonomics"
sciences, i.e., teaching concepts related to solving
problems in the education system, has significant
importance in preparing informatics teachers for such
activities.
This, in turn, determines the necessity of ensuring an
integrative and andragogic approach in the
educational process of teaching "Theory and History of
Pedagogy" and "Pedagogical Ergonomics," giving
concepts in the direction of rationally eliminating
problems in the educational system, ensuring the
interrelationship and relevance of the topics to
improve the ergonomic competence of informatics
teachers.
The directions for improving the ergonomic
competence of informatics teachers, based on the
above-mentioned ideas, include developing work
programs in ergonomic and andragogical approaches
for different disciplines, distributing teaching hours
according to the content of the topics, and ensuring
the interrelationship and alignment of topics when
planning and organizing the educational process. This,
in turn, is intended to make effective use of the
teaching hours allocated for each subject in the
curriculum, expand the importance of the topics,
broaden teachers' worldviews and understanding of
subjects, and improve the quality and efficiency of the
educational process in preparing them for practical
activities.
The improvement of ergonomic competence in
informatics teachers is directly related to ergonomic
competencies achieved through educational and
cognitive activities, considering a number of
characteristics such as the interrelationship and
interdependence of the components that make up the
technology and system.
In the process of improving the ergonomic
competence of informatics teachers, it is essential to
monitor the formation level of components such as
ergonomic knowledge, skills, thinking, and orientation.
If various types of control, ergonomic knowledge, and
skill presentations are conducted in the educational
process, and any gaps in teachers' knowledge are
Volume 04 Issue 10-2024
209
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
identified and addressed in a timely manner, we
believe that the ergonomic competence of informatics
teachers will be enhanced. This, in turn, will contribute
to creating a safe, comfortable, and effective learning
process that supports the health of school students
and teachers, and enhances their knowledge and skills.
If we establish the practice of creating a comfortable
learning environment for acquiring ergonomic
knowledge, skills, and competencies during the
professional development process of informatics
teachers, then ergonomic education will become the
leading condition for developing a minimally
established ergonomic culture for the teacher in the
future. In this context, it is necessary to define the
essence
of
the
"ergonomic
competence"
phenomenon, which is an integral part of the
professional and pedagogical competence of the
modern school teacher, and identify the components
needed to create a new ergonomic learning
environment.
The conceptual position of improving ergonomic
competence involves forming a culture of comfort,
efficiency, and safety between teachers and students,
directing the learning process to ensure the integrity
and consistency of the ergonomic competence
improvement process of teachers; creating a new
ergonomic educational environment at school and
utilizing its pedagogical capabilities. Our conceptual
idea justifies that ergonomic competence in teachers
consists of components such as ergonomic
knowledge, skills, thinking, and orientation, which are
leading
components
in
improving
ergonomic
competence in modern school teachers. The
methodological foundations of ergonomics and
mental labor psychology have been presented in the
scientific works of A.A. Krylov, E.A. Klimov, B.F. Lomov,
V.S. Merlin, V.M. Munipov, and V.D. Parondjanov.
Certain ergonomic aspects in the education system
have been presented in the works of A.A. Belova, E.V.
Voronina, P.C. Gershunskaia, and L.P. Okulova. The
physiological and ergonomic factors of school
students' activities are presented in the works of N.V.
Alishev, M.V. Antropova, A.C. Yegorova, and V.I.
Rozhdestvenskaia [1].
Studying the problem of improving ergonomic
competence among the subjects of the learning
process requires studying the teacher's ergonomic
competence as the integration of the student's
personal characteristics, the educational tool, and the
environment. The teacher understands the need for
ergonomic knowledge and therefore acts in
accordance with relevant ergonomic requirements and
the
recommended rules
and guidelines
for
occupational safety during the learning process.
The teacher's ability to create a comfortable and safe
learning environment for students, use the
development of the student's personality as a means
of ergonomic study, and organize an ergonomic
educational environment are developed through
methods of organizing the ergonomic learning
environment. Ergonomic knowledge is particularly
important for the teacher in mental labor activities and
innovative
research
conditions.
Successfully
addressing these problems primarily depends on the
teacher's understanding of the specific features of the
scientific direction of pedagogical ergonomics
—
mastering
educational
ergonomics
—
and
the
improvement of their ergonomic competence, leaving
no doubt in this regard.
The improvement of ergonomic competence in
informatics teachers can occur only if teachers have a
Volume 04 Issue 10-2024
210
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
minimal level of ergonomic competence and have
undergone appropriate preparation in pedagogical
ergonomics. Ergonomic competence in a teacher can
be understood as the integration of ergonomic
knowledge, skills, and competencies, as well as the
directed activity manifested in the teacher's actions
based on the ergonomic system of "teacher-student-
learning environment-learning tool."
The information aspect of a teacher manifests in how
they acquire, analyze, and process information
(sensory organs, symbols, images, sounds, etc.). In the
conditions of fully technologically planning the
educational and cognitive environment and gradually
improving ergonomic competence, the requirements
for safety, comfort, activity optimization, and the
efficiency of intellectual work highlight the necessity of
ergonomic competence.
From the perspective of adjusting the professional
training of informatics teachers to ergonomic
requirements, we can state that addressing ergonomic
issues and improving the learning process is important.
The activities of an informatics teacher are carried out
under the complex interaction of various ergonomic
factors. In this context, one of the conditions for the
success of a teacher's professional activity is
ergonomic activity, acquiring ergonomic knowledge
and skills, which contributes to improving the
efficiency, safety, and comfort of the learning process.
Insufficient ergonomic competence of an informatics
teacher leads to a significant gap between the goals
and
outcomes
of
educational
activities.
Its
consequences are manifested in reduced efficiency,
safety, and comfort of the learning process,
considerable expenditure of human, technical, and
intellectual resources, and a lack of ergonomic
knowledge, skills, and competencies.
The analysis of professional standards for teachers, as
well as the introduction of e-learning and distance
learning technologies in the modern learning
environment, have shown the necessity of improving
the ergonomic competence of informatics teachers.
CONCLUSIONS
Classes on "Pedagogical Ergonomics" are not planned
for students in the pedagogical field of higher
education. The ergonomic competence of informatics
teachers is directly related to the ergonomic
competence provided through educational and
cognitive activities.
Ergonomic literacy encompasses the role and
importance of schools, including the subject of
informatics, in society; the study and design of
computer-assisted teaching programs for pedagogy
for future informatics teachers; the study and design of
the system of relationships among teachers and
students within and outside the school; and
knowledge of organizing work in a comfortable and
safe manner, as well as the ability to effectively apply
this knowledge and these tools in their own activities.
The principles, criteria, stages, approaches, aspects,
methodological conditions, and expected outcome
components of ergonomic competence are formed.
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Volume 04 Issue 10-2024
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International Journal of Pedagogics
(ISSN
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VOLUME
04
ISSUE
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P
AGES
:
205-211
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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