Volume 04 Issue 10-2024
188
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
188-191
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article explores the methodological approaches to developing collaborative activities between primary school
teachers and students. Traditional educational paradigms, which often emphasize normative and empirical methods,
are analyzed alongside modern competency-based approaches. The study highlights the limitations of rigid, teacher-
centered practices that hinder student motivation and learning outcomes. In contrast, it argues for the adoption of
collaborative, student-centered approaches that align educational content with students' life experiences, interests,
and future goals. The research also examines the role of competencies, practical skills, and cognitive activities in
fostering effective learning environments. Emphasis is placed on the need to transition from authoritative teaching
to cooperative learning models, where both teachers and students actively participate in the educational process.
Recommendations for improving educational content by integrating normative and personal elements are provided
to enhance motivation and engagement in primary education.
KEYWORDS
Primary education, Collaborative activities, Competency-based approach, Teacher-student interaction, Student-
centered learning, Methodological approaches, Educational paradigms, Cognitive activities, Motivation in education,
Competency development.
INTRODUCTION
Research Article
METHODOLOGICAL APPROACHES TO DEVELOPING THE
COLLABORATIVE ACTIVITY OF PRIMARY SCHOOL TEACHERS AND
STUDENTS
Submission Date:
October 13, 2024,
Accepted Date:
October 18, 2024,
Published Date:
October 23, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-33
Egamberdiyeva Yulduz Urinboyevnan
lecturer at Fergana 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
189
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
188-191
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In traditional general secondary education schools, the
educational paradigm consists of the following
pedagogical
approaches:
“receptive
-
reflective,”
“utilitarian
-
empirical,” and “normative
-
executive.”
This approach embodies traditional views on
conveying many years of pedagogical experience,
mastering it, and perceiving the school as a “means of
learning.” Within this paradigm, the content of
education is clearly defined: it reflects the knowledge
that can be learned through specific educational
technologies. However, the effectiveness of such
lessons is relatively low.
The content of education in traditional practice
includes
cognitive,
personal-motivational,
and
normative elements, defined as a “system of pre
-
determined standards, forms, methods, and results of
the activities of the teacher and student” intended to
fulfill state educational requirements. Such a system is
often formalized and dogmatic. For example, 67% of
primary school teachers regard the educational
objectives as prescribed in normative documents. The
task of primary school students is to learn the
prescribed program as thoroughly as possible.
Teachers are expected to apply the most effective
teaching technologies to instill the content of the
educational program.
The defining characteristic of such traditional practices
is the external determination of educational content.
The content is understood as a pedagogically adapted
form of humanity’s accumulated social experience,
presented as an isomorphic structure
—
completely
aligned with human culture. In this framework, the
educational content in primary school mainly involves
the acquisition of knowledge, skills, and competencies,
but only two elements are considered: the experience
of creative activity and emotional-value relationships.
The unity of knowledge, skills, and competencies
forms the basis of the content of education, which is
characterized by the following:
- It is externally prescribed and not influenced by the
interests, desires, or capabilities of students and
teachers.
- It is objective and scientific, with a focus on subject-
specific “knowledge and skills.”
- It involves structured material
—
definitions, formulas,
algorithms, and examples
—
designed to facilitate
learning in an adaptable way.
The collaborative activity between primary school
teachers and students develops through the mastery
of knowledge, skills, and competencies. The process
involves showing, explaining, practicing actions
through examples, and assessing the results. These
elements ensure that the achievements of students are
measured quantitatively.
This type of education equalizes students, counting
their progress and offering the same material to
everyone. Education, in this context, is understood as
the ability to organize one’s learning activities based on
personal needs and interests. However, the structure
remains rigid and impersonal. Educational outcomes,
such as literacy, competence, culture, and mentality,
are seen as separate but interconnected elements.
In terms of developing the collaborative activities of
primary school teachers and students, methodological
approaches are understood as competencies,
knowledge, and skills, which serve as fundamental
components of education. Unlike competencies,
knowledge and skills only emerge in the process of
activity, characterizing the practical aspect of the
Volume 04 Issue 10-2024
190
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
188-191
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
educational content. The effectiveness of education
lies not in participants' awareness of joint activities but
in their ability to perform them.
Competency-Based Education and Its Challenges
Educational competency refers to the interconnected
semantic
directions,
knowledge,
skills,
and
professional experiences necessary for meaningful
activity. One of the key issues in updating educational
content is choosing and defining the main
collaborative framework. The leading approaches
focus on understanding the participants' situation and
achieving personal and professional success in specific
social conditions, using well-established methods,
abilities, and skills. These approaches are marked by
multifunctionality,
interdisciplinary
openness,
intellectual depth, and personal and social relevance.
In the last decade, many countries have reorganized
their
education
systems
to
emphasize
the
development of key competencies. In primary
education, greater emphasis is placed on a
competency-based approach, fostering universal and
collaborative skills. In some developed countries,
“universal cultural competence” refers to the ability to
apply methods from various fields to develop and
transform different areas of activity.
In contrast to traditional methods, competency-based
approaches prioritize students' personal and collective
experiences. Local scholars (N. Muslimov, O. Qosimov)
note that while the competency-based approach is
promising,
its
interpretation
remains
vague,
highlighting a gap between competence and skills, as
well as between learning processes and goal
achievement.
Despite these ambiguities, the competency-based
approach offers several advantages:
1. It encourages the transition from teacher-centered
to independent, active learning by including activity
methods and general practical skills as part of the
educational content.
2. Competency development occurs through special
learning situations that reflect value-semantic content
and rely on students' initiative and responsibility.
3. The approach shifts the teacher’
s role from a
knowledge transmitter to an organizer of collaborative
activities, providing guidance and support to students.
A Shift Toward Student-Centered Education
Student-centered pedagogy stands as an antithesis to
authoritarian-imperative
pedagogy,
emphasizing
students' interests, thoughts, and perspectives. In
such a framework, students have the freedom to
express their ideas, disagree with the teacher, and
participate actively in the learning process. However, in
traditional education, rigid teaching methods often
lead to misunderstandings, conflicts, and frustration,
causing students to dislike school.
In primary education, maintaining students' interest is
impossible without relating educational content to
their life experiences, as motivation plays a crucial role.
In Uzbekistan’s primary schools, many subjects lack
real-life relevance, forcing students to adapt to what
can be described as a “bifurcation” between school
knowledge and personal experience.
The primary problem facing general secondary
education lies in the disconnection between the lives,
interests, and goals of teachers and students. To
Volume 04 Issue 10-2024
191
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
188-191
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
resolve this issue, teachers must change their
approach
—
moving away from being authoritarian
figures toward becoming empathetic guides in their
students' learning journeys. This shift demands greater
attention to collaborative activities, bridging the gap
between teacher and student experiences.
Educational
content
increasingly
integrates
intersections between the life experiences of teachers
and students. These intersections involve:
1. Using obstacles in cognitive tasks to stimulate inquiry
and encourage students to express doubts, ask
questions, and engage in debates with teachers.
2. Providing alternative materials and assignments,
allowing students to participate in choosing
educational content.
3. Encouraging self-assessment and self-management
skills by asking teachers to consider students'
difficulties and interests.
To enhance students' personal experiences within the
learning process, educational content must integrate
both normative and personal elements:
1. Normative: State educational standards, curricula,
and didactically processed socio-cultural experiences
aligned with societal norms.
2. Personal: Individual experiences that are meaningful
to the learner and reflective of their personal activities.
Personal
experience
is
subjective
and
autobiographical, requiring activation, enrichment,
and cultivation. In the classroom, activating students'
personal experiences involves engaging them with
materials that relate to their past activities and
interactions with various teachers and life situations.
CONCLUSION
In conclusion, primary education should not ignore
students' current lives and future aspirations. Aligning
the goals and tasks of both teachers and students is
crucial to overcoming the disconnection present in
traditional education. This requires teachers to adopt a
more collaborative stance, becoming co-creators of
learning experiences with their students.
REFERENCES
1.
Muslimov, N., & Qosimov, O. (2024). Competency-
based education and its role in transforming
teaching practices. Tashkent: University Press.
2.
Vygotsky, L. S. (1978). Mind in society: The
development of higher psychological processes.
Cambridge, MA: Harvard University Press.
3.
Dewey, J. (1938). Experience and Education. New
York: Macmillan.
4.
Hattie, J. (2009). Visible Learning: A Synthesis of
Over 800 Meta-Analyses Relating to Achievement.
New York: Routledge.
5.
Freire, P. (1970). Pedagogy of the Oppressed. New
York: Continuum.
