Volume 04 Issue 12-2024
143
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The current stage of development of higher education implies a qualitative change of approaches to the definition of
its content, as well as the forms of teaching and learning and research activity of students. This is due to the formation
of a new paradigm of higher education, which is based on the idea of the creative personality of the student. This
article deals with the preparation for the research activity of the future teachers of vocational training in the education
process.
KEYWORDS
Training, research, the process of vocational education teacher, Development, principle, skill, of functional-active
approach.
INTRODUCTION
In the process of today's globalization era, it is
important for a person to create innovations in his daily
and professional activities, develop new innovative
ideas, choose an effective direction in various
unexpected situations, and make rational decisions. If
we observe the development trend in all areas, we can
see the rapid development of new inventions,
optimized processes, rapid rejection of innovations,
and a rapid increase in the level of competition in this
area. The basis of all this is the human factor, the
product of thought, its creative qualities. In this regard,
the development of the personal and creative
competence of students, who are the main
participants in the educational process, in the
Research Article
OPPORTUNITIES FOR THE FORMATION OF RESEARCH SKILLS IN
STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS
Submission Date:
December 09, 2024,
Accepted Date:
December 14, 2024,
Published Date:
December 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-30
N.Abdullayeva
Teacher of 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 12-2024
144
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
innovative improvement of the educational system, its
goals and objectives, which is considered the most
important for the development of society, is of urgent
importance.
Research aimed at directing future teachers to
scientific and research activities is being carried out on
a large scale in the world today. In particular, a number
of research centers and higher education institutions
operate at the Graduate Studies School (SGS) at the
University of Toronto in Canada, the Lawrence
Berkeley National Laboratory (LBNL) at the University
of California, Berkeley in the United States, and the
Max Planck Institute in Germany to train students in
creative and critical thinking by directing them towards
research and developing their scientific research
competencies.
In the context of the prospects for the development of
the higher education system in Uzbekistan, the tasks of
state support for young scientists in scientific
organizations and educational institutions, scientific
associations in production and other sectors, the
creation of appropriate conditions for the scientific
activities of young scientists and students in scientific
organizations and higher educational institutions, and
the involvement of young people in science and
scientific activities are becoming a priority. Within the
framework of the “Uzbekistan
-
2030” strategy,
“
Improving the status of teaching staff, bringing their
knowledge and skills into line with international
standards, as well as widening the scope of innovative
activities in all areas, supporting scientific research and
innovation initiatives” were identif
ied as effective
tasks to be achieved by 2030[1]. This requires
improving the model and technology of the process of
forming the scientific and research competence of
future teachers.
The methodological foundations of the problem of
preparing future teachers for scientific research
activities were studied by such scientists of our
republic as B.Rahimov, B.Nazarova, N.Narziyeva,
L.Namazbayeva. The requirements and methods of
conducting scientific research are covered in the
research and educational literature created by B.
Alemasov, A. Rakhmanov, A.Radjabov.
The studies of scientists from the Commonwealth of
Independent States (CIS) countries, including
L.Chernayeva, Y.Rindina, I.Idiyatov, M.Gubaydulin,
D.Semonova, and I. Fedorova, scientifically outline the
components and criteria of scientific research,
pedagogical
issues
of
developing
research
competence, and views on the concept of
competence.
In the scientific research works of foreign scientists S.
Brookfield, F. Buchberger, F.Campos, G.Collier,
P.Cermeli, M.Kounl, V.Hatmeycher, J.Hertij, I.Klim,
Heinrich, P.Heinrich, P.Kelz, students have thoroughly
studied the methodology of organizing research
activities and the formation of research competencies
in them.
However, the problem of forming the scientific
research competence of future teachers has not been
specifically studied. This requires improving the
technology of forming the scientific research
competence of future teachers.
In the 20-30s of the 20th century, it was understood the
need and importance of instilling in the teacher a
scientific attitude towards children, arming the student
with research methods, as well as the expediency of
conducting scientific research work in educational
institutions that train pedagogical personnel. Thus,
Volume 04 Issue 12-2024
145
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
E.Katarov noted that independent scientific research in
a particular field helps to improve the teacher's
qualifications, "develops the ability to correctly assess
the situation without relying on the uncritically
accepted opinion of others." This idea was also
supported by S.T.Shatsky, who emphasized that, in his
opinion, the main purpose of a teacher should be to be
an organizer and at the same time a researcher in the
life of children. V.A.Sukhomlinsky’s opinion on the
need to apply a research approach in the work of a
teacher is as follows: “If you want pedagogical activity
to bring joy to the teacher, then start each teacher on
a fruitful path of research so that daily classes do not
become boring and monotonous”[2].
Research activities of higher education students were
widely introduced into practice in the 70s-80s of the
20th century. The increased attention to research
activities was associated with the growth of scientific
and technical progress in society and, as a result, with
changes in the requirements for training specialists in
higher educational institutions. Since the mid-1980s,
the experience of future teachers in engaging in
scientific and research activities during professional
training has been intensively studied, complex tasks of
an educational and research nature are being
developed for practical classes, and the subject
content of students' research skills is being
determined.
The English concept of "competence" literally means
"ability". In content, it serves to highlight "the effective
use of theoretical knowledge in activities, the ability to
demonstrate a high level of professional competence,
skills and talent" [3].
The concept of "competence" entered the field of
education as a result of scientific research by
psychologists. From a psychological perspective,
competence means “how a specialist behaves in
unconventional and unexpected situations, enters into
dialogue, takes a new approach in interactions with
opponents,
performs
ambiguous
tasks,
uses
conflicting information, and has a plan of action in
continuously developing and complex processes”[4].
The State Educational Standard of Higher Education
defines the concepts of competence and competence
as follows:
Competence is the ability to apply knowledge, skills
and personal qualities for successful activity in a certain
field;
Competence is the ability of a person to successfully
apply the knowledge, skills and abilities acquired in a
specific educational field or specialty, as well as the
formed personal qualities, in his work activity[5].
Pedagogical and psychological characteristics of the
formation of future teachers' research competence: it
is important to strengthen communication with
students, to allow them to adapt and accept
innovations, to help students develop their ability to
express their ideas and think critically.
The Toronto Research Center at the University of
Toronto, Canada, is an important center for conducting
and coordinating student research activities. One of
many research and academic centers affiliated with the
University of Toronto, it plays a significant role in
supporting and developing scientific research
internationally. The center supports student initiatives
in research in fields such as natural sciences,
engineering, humanities and social sciences, helps
develop, manage and coordinate projects, assists
researchers in providing resources, finds sponsors for
Volume 04 Issue 12-2024
146
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
funding, organizes seminars and conferences, and
provides extensive access to modern laboratories and
equipment.
The center organizes educational and professional
development programs for students, researchers and
postgraduates, including seminars, trainings and
workshops on topical topics, and collaborates with
other research institutions, universities, the private
sector and government organizations to implement
joint projects and initiatives within the framework of
cooperation. In innovation and commercialization, it
supports technology transfer and commercialization
of research results by helping to translate scientific
achievements into practical solutions and innovative
products. The Center for International Cooperation is
engaged in international scientific projects and
exchanges, and ensures the establishment of contacts
with foreign scientific institutions and researchers.
One of the goals of my daily work is to develop
research skills in students through our activities in
pedagogical classes. We are responsible for teaching
students methods of comparison, proof and planning,
generalization and hypothesis formulation, planning
and setting up experiments. Analyzing students'
thoughts about the classes, we convince them that all
processes leading to independent research and
discoveries outside the scope of the established
activities are especially interesting for them. This
direction leads to the development of research skills
not only in the independent work of students, but also
in
• pre
-prepared comments on the text, reports,
lectures, conversations,
collective thinking;
• planning research activities and experiments;
• putting forward a hypothesis, defining the goals and
objectives of the study;
• working with scientific literature and Internet
resources;
• collecting experimental data; analyzing,
systematizing, summarizing the data obtained;
• making presentations;
• properly designing the research product. It should be
noted that students engaged in research activities
stand out from the rest. An important factor is that the
collaboration between the professor and the students
is strong, and they learn to see and formulate problems
in cooperation. The method of in-depth study of
problems in the field of research by students is the
implementation of the methodology, obtaining a
numerical result. It is not enough to fix and present the
result - the student must comprehensively understand
this result and develop a unique, personal attitude
towards it. Working on a research problem frees the
thinking of students and encourages them to be
creative. The professor acts as the organizer of the
form and conditions of research activity, as a result of
which the student forms an internal motivation to
approach scientific or life problems from a research,
creative position. In the research process, the student
plays various social roles. In the process of academic
speeches, the student acts as a teacher, researcher at
the conference and presents the results of his creative
activity. In the process of participating in conferences,
he has the opportunity to compare his personal
achievements with other students. All this -
competence in a particular field of knowledge and
Volume 04 Issue 12-2024
147
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
interest in it, experience of creative activity, specific
skills and fulfillment of various social roles - leads to the
formation of the student's research experience.
Competence, interest, creativity, self-knowledge - we
see that research activity forms specific components of
the human mind necessary for the future social and
professional adaptation of students. It is in the process
of research activity that most, if not all, basic
competencies are formed:
1. General cultural competence
2. Educational and cognitive
3. Information
4. Communicative
5. Socio-labor
6. Personal competence.
Research activity is one of the modern methods of
education, which is one of the promising forms of
student activity within the framework of the modern
educational process. Thus, students' research work in
subjects helps them to improve their skills of
independent creative work, develops the ability to
carefully work with the information bank, immerse
themselves in it, analyze, prove, generalize and draw
conclusions, and ultimately form their own well-
founded conclusions, that is, future specialists will be
able to project their abilities into life situations. The
result of such activity is the development of a
professionally oriented, intellectually and creatively
developed personality in life, capable of setting
specific goals and achieving them.
At the same time, special courses organized under the
scientific department of the educational institution,
circles operating on the basis of departments are also
the main assistants in the formation of students'
research activity. The opening of research centers in
higher educational institutions of our republic, similar
to the research centers operating in foreign
educational institutions described above, will lead to
the formation of research activities of students, which
will directly lead to the discovery of new ideas and new
discoveries in science.
REFERENCES
1.
Decree of the President of the Republic of
Uzbekistan, от 11.09.2023 г. № DP
-
158 “On the
Strategy "Uzbekistan
—
2030”.
2.
Валеева, Э. Б. Формирование и развитие
исследовательских умений учащихся в урочное
и
внеурочное
время
с
применением
инновационных технологий образования / Э. Б.
Валеева. —
Текст : непосредственный //
Молодой ученый. —
2020.
—
№ 20 (310). —
С.
563-565.
3.
М.А.Исаева, Х.Э.Мамалова "Исследовательская
деятельность учащихся как фактор развития
творческого потенциала" Научная электронная
библиотека «КиберЛенинка».
4.
Б.К.Рахимов
«Социально
-
педагогические
основы направленности студентов на научно
-
исследовательскую работу» автореферат (DSc),
Ташкент
-2009.
5.
4. Abdullayeva, N. A. (2022). The Role of Project
Education in Developing Students' Restraint Skills.
International Journal of Innovative Analysesand
Emerging Technology, 2(5), 58-62.
6.
Abdullayeva, N. (2024). Bo`lajak o`qituvchilarda
tadqiqotchilik kompetentsiyasini shakllantirishning
pedagogik muammolari./ FarDU.Ilmiy xabarlar,
2024(4), 193-198.
Volume 04 Issue 12-2024
148
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
143-148
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
7.
Abdullayeva, N. (2023). MUAMMOLI TA'LIM
TEXNOLOGIYASI BO‘LAJAK O‘QITUVCHILARNING
TADQIQOTCHILIK
KOMPETENTSIYASINI
SHAKLLANTIRISH VOSITASI SIFATIDA. IJODKOR
O'QITUVCHI, 3(28), 366-370.
