Volume 04 Issue 11-2024
173
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
173-176
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the article, the theoretical-methodological foundations of the development of accountability skills in the
professional activity of future pedagogues, the system of development of accountability skills in preparing future
pedagogues for professional activity based on independent education, in the preparation of future pedagogues for
professional activity based on independent education The effectiveness of developing accountability skills has been
studied. Pedagogical bases and priorities for developing accountability skills in preparing future pedagogues for
professional activities were also analyzed.
KEYWORDS
Future pedagogue, technology, competence, improvement, pedagogical, technological, model, didactic, form,
method, tool, assessment, creative thinking, professional activity, independent education, accountability skills.
INTRODUCTION
In today’s digital education enviro
nment, the need to
develop future professionals' pedagogical culture,
professional skills, and competitiveness based on
accountability skills is emerging under new
requirements and obligations. This trend has led to
increased attention in developed countries toward
scientific projects focused on creating mechanisms for
developing
accountability
skills.
Consequently,
conducting pedagogical research that fosters future
professionals' professional values and pedagogical
positions and, based on this, promotes accountability
to both the system and oneself, is becoming a priority.
METHODS
Research Article
THEORETICAL ASPECTS OF THE DEVELOPMENT OF ACCOUNTABILITY
SKILLS IN THE PROFESSIONAL ACTIVITY OF FUTURE PEDAGOGUES
Submission Date:
November 09, 2024,
Accepted Date:
November 14, 2024,
Published Date:
November 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-34
Meliqoziyev Abrorjon
Researcher 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 11-2024
174
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
173-176
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The issues surrounding the development of
professional-pedagogical preparation for future
teachers have been explored to some extent by
scholars such as O.A. Abdullina, L.V. Andropova, Y.K.
Babanskiy, V.P. Bespalko, S.Y. Batishev, YE.M.
Borisova, I.V. Grishina, E.F. Zeyer, I.A. Zimnyaya, V.A.
Kan-Kalik, Ch. Crook, K. Daphne, L. Galliani, E.C. Jansen,
M. Nentwich, A. Pritchard, W. Richardson, R.X.
Djurayev, A.R. Khodjabayev, U.I. Inoyatov, N.A.
Muslimov, Sh. Qurbonov, Q.T. Olimov, E.O. Turdiqulov,
M.B. O’razova, J.A. Hamidov, Z.K. Ismailova, X.F.
Rashidov, O'.Q. Tolipov, Sh.S. Sharipov, D.O.
Khimmataliyev, O.E. To’raqulov, B.A. Nazarova, B.S.
Nuridinov, and others. Research on utilizing electronic
resources in organizing independent learning and the
challenges of applying distance learning technologies
has been carried out by A.A. Abduqodirov, M.M.
Aripov, U.SH. Begimqulov, R.H. Jo’rayev, F.I. Zakirova,
R.D. Shodiyev, N.I. Taylaqov, and U.M. Mirsanov.
RESULTS AND DISCUSSION
Creating an accountability system for preparing future
teachers for professional activities is an issue that
awaits resolution. For this reason, we believe that
specific psychological-pedagogical conditions and
tools play a critical role in forming accountability skills
in professional pedagogical activity. These conditions
include:
1.
Psychophysiological
characteristics
and
psycho-emotional states that allow students to
anticipate and prevent undesirable incidents.
2.
The higher the level of professional
competence among future teachers, the greater their
ability to select self-management techniques in
stressful situations.
3.
To guide students toward professional
activities, it is essential to utilize specialized social-
psychological training focused on managing self-
control in psycho-emotional situations, which can
enhance overall professional effectiveness in problem-
solving contexts.
In fostering professional accountability among
students, considering future teachers' typological
characteristics in adapting to the profession and
organizing work effectively is necessary. Many studies
focus on professional preparation and achieving
successful educational outcomes through approaches
specific to professional activities.
The professional attributes of a future teacher's
activity can be classified as follows:
Facets of Pedagogical Activity:
1.
Knowledge ability
: Mastery of the subject;
oratory skills (the ability to present material clearly and
fluently); ability to humanize knowledge; command of
teaching tools; ability to analyze and assess students'
knowledge, skills, and competencies; continuous self-
directed learning; personal qualities (diligence,
creativity, independence, humility, cultural refinement,
adaptability,
responsiveness,
composure,
responsibility, attentiveness, perseverance, discipline,
resilience, integrity, objectivity, respect for students,
and more).
2.
Developmental Skills
: Awareness of students’
age-specific characteristics and learning capabilities;
ability to spark interest in their subject; mastery of
diverse teaching methods (narrative-descriptive,
reproductive, problem-solving, partial inquiry, heuristic
method, research techniques).
Volume 04 Issue 11-2024
175
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
173-176
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
3.
Guidance Skills
: Mastery of teaching principles
(comprehensive
development
of
students'
personalities, scientific accuracy adjusted to students’
capabilities, fostering awareness and creativity under
the teacher’s guidance, enhancing theoretical thinking,
systematization
and
consistency,
transitioning
students to independent knowledge acquisition,
linking teaching with life, creating positive emotions,
considering students’ individuali
ty).
4.
Motivation Skills
: The ability to sustain student
attention; conducting various types of lessons
(acquisition of new knowledge, mastering skills,
systematization and generalization, monitoring and
adjusting knowledge, integrated lessons); capability to
organize career-related educational activities.
5.
Project Skills
: Knowledge of the course in their
specialty; awareness of teaching methodology;
selection of educational materials for assessing
knowledge, skills, and abilities; ability to use
interdisciplinary links; proficiency in maintaining
documentation and conducting main educational
activities.
6.
Mediation Skills
: Management of group
dynamics; command of organizational forms of
teaching (frontal, individual, group); ability to work
with parents; adherence to moral standards in
communication; proficiency as a speaker and
promoter.
7.
Organizational Skills
: Ability to plan lessons
and group leader tasks; organize extracurricular
activities related to their subject and conduct them
skillfully.
8.
Research Skills
: Critical analysis of lessons and
educational events; conducting and developing simple
pedagogical experiments; analyzing and utilizing the
experiences of other teachers; interest in scientific and
pedagogical creativity; use of dialectical thinking in
reflection.
As we can see, pedagogical activity is an essential
social-pedagogical
phenomenon.
The
accurate
organization of teaching, guiding students’ learning
processes, needs, interests, motivations, and goals is
critical for the development of pedagogical skills. Like
any
profession,
pedagogical
activity
requires
specialized training, experience, and expertise.
Based on the above analysis, we can classify the
professional qualities of future teachers into the
following 13 qualities: initiative (creativity and
independence in thinking and action); collaboration
(constructive and goal-oriented interaction with
others); teamwork (effective interaction in group
learning settings); mutual learning (informal and
formal mentorship and advisory roles); self-
assessment (evaluating one’s own and others’ work);
communication
(oral,
written,
and
digital
communication, active listening, comprehension, and
accurate interpretation); logical thinking (ability to
assess and propose logical arguments using both
inductive and deductive methods); problem-solving
(identification of problems, search for solutions, and
analysis of consequences); decision-making (selecting
alternatives in continuous practical application);
information gathering and usage (selection of essential
information, knowledge of sources, decision-making
application); planning (goal-setting, prioritizing for
assessment); learning ability (cognitive skills for
acquiring new knowledge); and cultural competence
(working with people from different cultures in terms
of language, communication type, and values).
Volume 04 Issue 11-2024
176
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
173-176
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
CONCLUSION
It is essential to develop a methodology that enables
the
formation
of
professional-pedagogical
independence in future teachers. Such a methodology
should aim to cultivate comprehensive knowledge,
break down pedagogical methods into stages, foster
independence in learning, and instill a psychology that
aspires to become a stable, competitive professional.
If we consider professional preparation as professional
development, then gaining pedagogical experience
entails fostering a proactive, forward-looking, and self-
developing attitude in a competent specialist.
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