International Journal of Pedagogics
35
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
35-3
10.37547/ijp/Volume05Issue01-10
Pedagogical conditions for the formation of a risk culture
among future primary school teachers
Khalmuratova Shakhnoza Bekmurzaevna
Basic doctoral student at Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
ORCHID: - https://orcid.org/0009-0001-2603-4423
Received:
20 October 2024;
Accepted:
22 December 2024;
Published:
12 January 2025
Abstract:
The article focuses on the pressing issue of developing a risk culture among future primary school
teachers. In today’s dynamic world, the ability to make informed decisions in uncertain conditions is a key
competency for educators. This article analyzes existing approaches to teacher training, identifies gaps, and
proposes ways to address them. The authors justify the need to develop a risk culture among future teachers and
develop a set of pedagogical conditions to foster this competency. These conditions include the use of interactive
teaching methods, project-based learning, and organizing pedagogical practice in conditions that require
independent decision-making, creating a safe learning environment, and incorporating elements of non-standard
situations into the learning process. The authors also offer specific recommendations for improving curricula and
teaching materials aimed at developing a risk culture among future teachers. The novelty of the research lies in
the development of a comprehensive model for developing a risk culture. The results of the study can be used to
improve teacher-training programs and enhance the quality of education.
Keywords:
Risk culture, pedagogical conditions, future teachers, primary school, innovative teaching methods,
professional competence, pedagogical practice.
Introduction:
In today’s educational landscape, it is
imperative to cultivate in prospective elementary
school teachers the ability to analyze and manage risks.
A risk-oriented mindset necessitates a knowledge base
and skill set that enables individuals to anticipate
potential hazards and effectively mitigate them. This
paper delves into pedagogical conditions that foster
the development of a risk-aware culture among pre-
service teachers preparing to educate young children.
The problem of developing a culture of risk among
future primary school teachers is relevant in the
context of modern educational realities. Modern
society is characterized by increased dynamism and
uncertainty, which requires teachers to be able to make
informed decisions under risk conditions. Despite the
significance of this problem, the question of the
pedagogical conditions for the formation of a culture of
risk among future primary school teachers remains
insufficiently studied. Risk-oriented competence of a
prospective teacher is a comprehensive quality that
ensures the success of innovative activities in
education. It empowers educators not only to
anticipate potential challenges and obstacles but also
to develop effective strategies to overcome them. This
competence is rooted in a deep understanding of
pedagogy, psychology, and management, as well as
well-developed skills in analysis, forecasting, and
decision-making under uncertainty [3. p, 3].
Educational riskology is an interdisciplinary field that
integrates
pedagogy,
psychology,
philosophy,
sociology, and cultural studies to foster a deep
understanding of and ability to manage risks within
educational contexts. It equips educators with the tools
to effectively address complex professional challenges
and enhance the quality of the educational process.
Early studies of risk were dominated by the notion that
risk is an inevitable part of the human experience.
People sought to understand how to predict and
prevent the negative consequences of risky actions, but
their perceptions of risk were heavily influenced by
cultural and historical factors.
Individuals respond to risk and its consequences in
International Journal of Pedagogics
36
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
vastly different ways. Some tend to strengthen social
bonds in times of uncertainty, attributing failures more
to external circumstances than to those involved in
risky situations. Others, however, believe in the power
of individual effort and competition, which can lead to
conflict and reduced solidarity. For the latter, risk is
often seen as a game or challenge rather than an
inevitable evil [2. p, 27].
LITERATURE REVIEW
In existing studies of pedagogical culture, the emphasis,
as a rule, is placed on such aspects as professional
competence, pedagogical skill, and teacher’s value
orientations. However, the issue of developing a risk
culture among future teachers is considered only
fragmentarily.
Most studies are devoted to the study of general
pedagogical conditions for the formation of
professional competence of future teachers. At the
same time, the specific conditions for the formation of
a risk culture remain beyond the attention of
researchers. Some works touch on the problem of
developing readiness among students of pedagogical
universities to make decisions under conditions of
uncertainty, but these studies are not directly related
to the formation of a culture of risk.
Risk competence represents a comprehensive set of
skills and knowledge required by technosphere safety
professionals to effectively manage risks. This includes
the ability to identify potential hazards, evaluate their
associated risks, and develop and implement strategies
to prevent or mitigate them [6. p, 102].
Contemporary educators often face a shortage of
psychological tools necessary to maintain both their
own emotional well-being and that of their students.
Insufficient psychological training leads to increased
stress, burnout, and, consequently, a decrease in the
effectiveness of teaching. It's crucial to understand that
working with children requires not only a deep
understanding of psychology but also personal
maturity that enables one to remain calm and
composed even in the most challenging situations [5.
p,31].
As N.N. Askhadullina rightly points out, adhering strictly
to the principle of scientific rigor ensures that students
acquire accurate, evidence-based knowledge that
fosters critical thinking. In the context of developing
risk competence, this means that learners should be
exposed to objective scientific data, theories, and
concepts related to educational risk management. Such
an approach not only equips future educators with a
clear understanding of risks in education but also
cultivates their ability to think innovatively.
METHODOLOGY
The role of pedagogical practice in cultivating the
pedagogical culture of future foreign language teachers
remains under-explored in academic research. This
study aims to identify the key objectives of pedagogical
practice, its significance in teacher education, and the
essence of “pedagogical culture”. It also seeks to clarify
the concept of pedagogical practice itself [7. p, 532].
To achieve these goals, the following research methods
will be used:
-
Analysis of scientific literature;
-
Theoretical analysis;
-
Comparative analysis;
-
Survey;
-
Questioning;
-
Experiment
The proposed process model for developing risk
management competence among future primary
school teachers has been designed in accordance with
modern educational requirements. It incorporates key
components that facilitate the acquisition of essential
knowledge and skills. This model encompasses the
entire training process, starting from foundational
elements (such as subject knowledge, methodological
training, and personal qualities) and culminating in the
integration of acquired competencies into practical
application.
Alpatova’s research methodolog
y was a blend of
theoretical and empirical strategies. She used
historical, comparative, and retrospective analyses, as
well as modeling techniques to frame her research. The
empirical component relied on prolonged observations
in educational settings, standardized tests, and
assessments of students’ professional and personal
qualities. The study adhered to the principles of
systematicity, comprehensiveness, and functionality,
ensuring the reliability and relevance of the findings [1.
p,2].
The process model not only outlines the stages and
components of competence development but also
highlights the interplay of various educational
environment elements that contribute to the effective
development of skills in risk analysis and management.
This model serves as a foundation for a systematic
approach to preparing future teachers, ensuring high-
quality pedagogical education and readiness for
professional challenges.
International Journal of Pedagogics
37
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Table 1. The Process of Cultivating Risk-Based Competence in Prospective Teachers
for Innovative Activities
Process Stage
Components/Activitie Purpose
Result
1. Initial
components
Disciplinary
knowledge
Methodological
training
Individual qualities
Lay the foundation
for further
development
Basic
knowledge and
skills
2.
Educational
environment
Theoretical training,
Practical classes,
Research activities,
Extracurricular
activities
Create conditions
for developing
competencies
Expansion of
knowledge,
development of
practical skills
3. Skill
development
Risk analysis and
assessment, Informed
decision making,
Innovation process
management,
Creativity and
adaptability
Development of key
competencies
Formation of
the ability to
analyze, make
decisions and
manage
4. Application
in practice
Implementation in
practice, Reflection
and adjustment of
actions, Evaluation
and analysis of results
Consolidation of
theoretical
knowledge and
skills
Development of
practical skills,
formation of
professional
experience
5. Final results
Development of
riskological
competence,
Preparedness for
innovation,
Professional
adaptation and
improvement
Formation of a
highly qualified
specialist
Ability to
innovate,
successful
professional
adaptation
Model Explanation:
Initial Components:
Encompasses foundational knowledge and skills
acquired by prospective teachers during their training.
This includes subject matter expertise, pedagogical
training, and individual qualities.
Educational Environment:
The learning environment encompasses theoretical
and practical classes, research activities, and
extracurricular events. A crucial aspect is the
integration of various activities to ensure students'
holistic development.
Skill Development:
This stage involves developing key skills such as risk
analysis and assessment, informed decision-making,
innovation management, as well as fostering creativity
and adaptability.
Practical Application:
Prospective teachers apply their acquired knowledge
and skills in practice, engage in reflection and
adjustment of their actions, and evaluate and analyze
the outcomes of their work.
Results:
The outcome is the development of risk-based
International Journal of Pedagogics
38
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
competence, preparedness for innovative activities,
and professional adaptability, which contributes to the
future teachers’ successful professional careers.
RESULTS
The study identified several key pedagogical conditions
that facilitate the development of risk culture among
future primary school teachers.
1.
Incorporating riskology courses into the
curriculum. Student surveys revealed that subjects
related to risk analysis and management help develop
skills necessary for anticipating and adequately
responding to potential risk situations.
2.
Practical classes and simulations. Conducting
practical classes, including simulations and role-
playing, proved to be an effective method for teaching
students how to manage risks in a controlled
environment. Participants noted that such activities
help them better understand the nature of risks and
ways to mitigate them.
3.
Methodological seminars and training sessions.
Regular methodological seminars aimed at enhancing
the qualifications of both teachers and students
contribute to a deeper understanding of risk
management methods and the exchange of best
practices.
4.
Integration of reflective practice. Introducing
systematic reflection into the educational process has
helped students better understand their actions and
their consequences in risky situations. This also fosters
the development of critical thinking and self-
assessment skills.
5.
Collaboration and teamwork. Educational
projects and assignments requiring teamwork have
helped students develop skills in collective analysis and
decision-making in uncertain conditions. Collaborative
work has facilitated the exchange of knowledge and
experiences, as well as improved communication skills.
The study’s findings confirmed that a comprehensive
approach to developing a risk culture, which includes
theoretical
education,
practical
exercises,
methodological seminars, and reflection, effectively
nurtures the necessary skills and competencies in
future primary school teachers. These pedagogical
conditions lay the foundation for successful
professional activity in a modern educational
environment where risk management skills play a
crucial role.
DISCUSSION
The study’s findings indicate the necessity of
establishing a comprehensive system of pedagogical
conditions to cultivate a risk culture among future
primary school teachers. Integrating riskology courses,
conducting practical exercises, and organizing training
sessions enable students to develop the essential
knowledge and skills required for effective risk
management. The development of reflective skills
enhances students’ ability to independently analyze
and assess risks, which is particularly crucial in the
context of contemporary educational processes.
CONCLUSION
Cultivating a risk management culture among future
primary school teachers is a crucial aspect of their
professional training. In the current educational
landscape, where change and uncertainty are
commonplace, teachers must not only possess deep
knowledge and skills in their subject areas but also the
ability to analyze and manage risks. This capability is
essential for creating a safe and productive learning
environment that fosters student development.
A comprehensive system of pedagogical conditions,
which includes courses on risk management, practical
exercises, and training sessions, as well as the
development of reflective skills, plays a pivotal role in
the preparation of future educators. Risk management
courses provide students with essential theoretical
knowledge, helping them understand the principles of
risk analysis and management. Practical exercises and
training sessions allow students to apply this
knowledge in practice, reinforcing skills and building
confidence in their ability to manage risks effectively.
Special emphasis is placed on developing reflective
skills, which enable future teachers to analyze their
actions, understand their consequences, and make
necessary
adjustments
to
their
pedagogical
approaches.
A risk management culture is built on critical thinking,
self-assessment abilities, and the capacity to make
well-founded decisions in uncertain situations. These
qualities are essential components of a teacher's
professional competence, enabling them to respond
effectively to various challenges and problematic
situations. As a result, teachers with a developed risk
management culture can create more flexible and
adaptive learning environments, positively influencing
the quality of education and upbringing.
Thus, fostering a risk management culture in future
primary school teachers not only enhances their
professional skills but also contributes to the overall
improvement of educational quality. Teachers
equipped with risk management skills can more
successfully adapt to changes, implement innovative
methodologies, and create conditions for the holistic
development of their students. Therefore, integrating
risk management components into the educational
programs of pedagogical universities is a priority task
International Journal of Pedagogics
39
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
aimed at preparing highly qualified and competent
specialists.
ACKNOWLEDGMENT
I would like to express their sincere gratitude to Z.K.
Kurbaniyazova of my supervisor for her invaluable
guidance, support, and encouragement throughout the
research process. Her expertise and insightful feedback
were instrumental in shaping the direction and quality
of this study.
The authors would also like to thank Nukus State
Pedagogical Institute for their contributions and
support. Their assistance in various aspects of the
research, such as data collection, analysis, and
manuscript preparation, was invaluable.
REFERENCE
Alpatova M.P. (2023). PEDAGOGICAL CONDITIONS
PROVIDING PROFESSIONAL AND PERSONAL TRAINING
OF FUTURE PRIMARY CLASS TEACHERS. International
Journal of Scientific Research, (3(129)), 36.
Antonova, L. N. (2010). Pedagogical riskology: theory
and history. Problems of modern education, (4), 24-30.
Askhadullina Nailya Nurgayanovna (2019). A model for
the formation of riskological competence of a future
teacher for innovative activities. World of Science.
Pedagogy and psychology, 7 (4), 3.
Askhadullina N.N. PRINCIPLES OF FORMING RISK
COMPETENCE OF A FUTURE TEACHER IN THE PROCESS
OF PREPARATION FOR INNOVATIVE PEDAGOGICAL
ACTIVITY // Modern science-intensive technologies.
–
2016.
–
No. 7-1.
–
P. 99-103; URL: https://top-
technologies.ru/ru/article/view?id=36068
(access
date: 11/28/2024).
Bagnetova E.A., Sharifullina E.R. PROFESSIONAL RISKS
OF THE TEACHING ENVIRONMENT // Fundamental
Research.
–
2013.
–
No. 1-1.
–
P. 27-31; URL:
https://fundamental-
research.ru/ru/article/view?id=30864 (date of access:
November 28, 2024).
Kushnareva O.V. (2020). RISKOLOGICAL COMPETENCE
OF POLYTECHNIC UNIVERSITY STUDENTS AS A SUBJECT
OF SCIENTIFIC AND PEDAGOGICAL ANALYSIS. Kazan
Pedagogical Journal, (5 (142)), 97-105.
Kuzyoma T.B., Vishnyakova A.V. “CONDITIONS FOR
FORMING THE PEDAGOGICAL CULTURE OF A FOREIGN
LANGUAGE
TEACHER
IN
THE
PROCESS
OF
IMPLEMENTING PEDAGOGICAL PRACTICE” Electronic
Science, vol. 7 (46), 2020, pp. 529-534.
