Volume 04 Issue 10-2024
110
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
110-114
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the relevance of improving suggestive competence in the process of training future teachers to
successfully perform professional tasks in modern education. In order to solve these problems, the article reveals the
key aspects that make this competence an integral part of the professional training of teachers, emphasizing the role
of suggestive competence in the formation of a pedagogical personality and the ability to influence students through
motivation, emotional impact and a mindset for success. The analysis focuses on the need to integrate suggestive
competence into the professional training of future teachers so that they are ready to effectively perform their
professional tasks in modern education.
KEYWORDS
Improvement, suggestive competence, training process, teacher, professional activity, higher educational institution.
INTRODUCTION
Today, in the process of socio-economic development
of the Republic of Uzbekistan, modern requirements
arise that require the use of modern approaches to
training future teachers for professional activities. And
this, in turn, imposes more and more new tasks on the
introduction of innovations and international
achievements in education, subject, technology and
technology into practice, the organization and design
Research Article
MODERN TECHNOLOGIES FOR DEVELOPING TEACHERS' SUGGESTIVE
COMPETENCE
Submission Date:
October 04, 2024,
Accepted Date:
October 09, 2024,
Published Date:
October 14, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-19
Abdullaeva Ozoda Safibullaevna
Namangan Engineering - Construction Institute, Doctor of Pedagogical Science (DSc), Professor, Uzbekistan
Shermatova Manzura Ikromjonovna
Teacher at the "Pedagogy and Psychology" department of the higher educational institution, "University of
Business and Science", 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
111
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
110-114
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of pedagogical processes on a scientific basis,
equipping future teachers with the necessary
knowledge, skills and abilities. In this regard, in modern
education, suggestive competence plays a key role in
the process of preparing future teachers for
professional
activities.
Suggestive
competence
involves the ability to effectively influence students,
stimulate their interest in learning, motivate them to
achieve success. The relevance of improving
suggestive competence is associated with changes in
the educational environment, where more and more
attention is paid to the individualization of education,
the development of personal qualities of students and
the formation of their key competencies. Teachers
should be able to create a favorable educational
environment where each student feels comfortable,
motivated and ready for active learning activities.
Modern pedagogical technologies also require
teachers to develop suggestive competence. The use
of interactive teaching methods, distance learning
technologies, and project activities requires teachers
to be able to effectively interact with students and
motivate them to independently study the material.
The relevance of improving suggestive competence in
the process of training future teachers lies in the need
to adapt to modern educational requirements, develop
students' personal qualities, and effectively implement
educational goals.
METHODOLOGY
Suggestive competence is the ability of a teacher to
influence the psychological and cognitive processes of
students using special methods and techniques. The
study of this competence in the process of preparing
future teachers for professional activity is an important
area of pedagogical science.
The methodology of studying suggestive competence
includes, firstly, defining the goals and objectives of
the study. To do this, it is necessary to clearly formulate
the goal and objectives of the study, determine the
main areas of research activity. Secondly, the analysis
of the theoretical aspects of suggestive competence -
the study of existing theoretical approaches to
suggestive competence, the analysis of the basic
concepts and principles of this competence. Thirdly,
conducting empirical research based on collecting data
on the suggestive competence of future teachers,
analyzing the results obtained, identifying the main
trends and patterns. As well as the development of
methods and techniques of suggestive competence,
which provide for the development of new methods
and techniques that contribute to the development of
suggestive competence in future teachers and
assessing the effectiveness of suggestive competence
by identifying the effectiveness of the developed
methods and techniques. The methodology for
studying suggestive competence in the process of
preparing future teachers for professional activity
involves a comprehensive approach to studying this
problem and developing new methods and techniques
that contribute to the development of this
competence in teachers.
A number of foreign scientists (I.P. Pavlov, I.M.
Sechenov, V.M. Bekhterev, A.F. Lazursky, S.L.
Rubinshtein, A.A. Bodalev, K.I. Platonov, V.N.
Myasishchev, A.M. Svyadosch) developed concepts of
the mechanism of suggestibility. Suggestive activity is
recognized as a factor of human interaction in the
process of communication (V.A. Bakeev, A.G. Kovalev,
V.N. Kulikov, A.V. Petrovsky, K.K. Platonov, B.F.
Porshnev, etc.). Works analyzing the role of
suggestibility in the pedagogical process (Guyo, V.M.
Volume 04 Issue 10-2024
112
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
110-114
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Bekhterev, P.P. Blonsky, S.V. Kravkov, A.S. Makarenko)
are important. It is worth noting here a number of
issues related to self-hypnosis in the system of self-
education of schoolchildren (I.E. Schwartz, L.V.
Gasheva, A.S. Novoselova, B.K. Moiseev, Z.A.
Cherepanova, etc.) recommendations have been
developed. The mentioned studies will help to form
suggestive skills in terms of modern scientific
achievements and, at the same time, to improve taking
into account its history and theory.
RESULTS
Understanding and recognizing the role of suggestion
in the educational process means that future teachers
should understand how important it is to use
suggestive methods to motivate, develop their skills
and abilities. A future teacher must be able to
communicate effectively with students, use positive
statements, suggestions and other suggestive
methods to achieve their goals. Therefore, suggestive
skills require constant development and improvement.
Let's dwell on the term suggestive skills. Suggestive
skills are the ability to influence the thoughts,
emotions and behavior of other people using words,
gestures or other signals. They can be used both for
help and support, and for manipulation and control.
The structure of suggestive skills includes several key
elements:
1. Setting a goal - defining the desired result of
suggestion and a clear understanding of what effect
you want to achieve.
2. Establishing contact - the ability to establish and
maintain an emotional and verbal connection with
another person.
3. Using language - choosing the right words and
expressions that can persuade and instill in another
person the desired behavior or thinking.
4. Using nonverbal cues - using gestures, facial
expressions, tone of voice and other nonverbal means
to enhance the effect of suggestion.
5. Reinforcement - convincing of the correctness and
necessity of the actions or thoughts that you propose,
and supporting this conviction.
6. Checking the results - evaluating the effectiveness of
your suggestion and adjusting the approach if
necessary.
Overall, suggestive skills can be a very powerful tool in
communicating with others, their use requires
understanding and the ability to control the process of
influencing others.
Explaining the totality of the teacher's professional
intellectual and practical actions through suggestive
skills, to help him to form the student's views and
attitudes to the world around him, to activate the
processes of self-management and self-education. It is
explained that it allows the use of influence, and thus
the possibility of changing and correcting any aspects
of the mind and behavior of the student, and the
author's tariff is formed as follows: "Suggestive skills in
students designed to evoke positive emotional states.
The indicator of these skills is the teacher's speech,
which penetrates into the spiritual and moral essence
of the students' activities and relationships, and the
influence that is carried out in the interaction is the
influence of other professional and pedagogical skills.
"skills: organizational, communicative, perceptive,
gnostic, etc., have an integral effect on the developing
Volume 04 Issue 10-2024
113
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
110-114
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personality of the student due to their inextricable
connection with others".
CONCLUSION
Thus, improving suggestive competence in the process
of preparing future teachers for professional activity
plays an important role in the formation of a
pedagogical personality and the ability to influence
students through motivation, emotional impact and
attitude towards success. A teacher should be able to
use suggestive techniques to build trusting
relationships with students, motivation for learning
and development. In modern education, the emphasis
is shifting from the transfer of knowledge to the
development of the personality and competencies of
students. Teachers should be able to create an
atmosphere of trust, support and inspiration, which
requires the development of suggestive competence.
The ability to effectively use suggestive techniques
helps teachers better understand the individual needs
and characteristics of each student, adapt their
approach to teaching and education to specific
situations.
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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