International Journal of Pedagogics
121
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
121-123
10.37547/ijp/Volume05Issue01-34
A system for developing methodologies for independent
educational activities of future teachers in digital
education environments
Mirzamakhmudova Nilufar Tadоibayevna
Senior Lecturer, Fergana Polytechnic Institute, Uzbekistan
Received:
27 October 2024;
Accepted:
29 December 2024;
Published:
30 January 2025
Abstract:
The article studies the theoretical foundations of the development of the methodology of independent
educational activities of future teachers in digital education, the pedagogical content of the methodology of
independent educational activities of future teachers in digital education, the effectiveness of the development
of the methodology of independent educational activities of future teachers in digital education. Also, the
methodological aspects of the development of the methodology of independent educational activities of future
teachers in digital education are analyzed.
Keywords:
Digital education, pedagogue, independent learning, theoretical and methodological basis,
competence, improvement, pedagogical, technological, model, didactic, professional pedagogical activity,
innovative approach, mechanism, intellectual.
Introduction:
Today, special attention is paid to
research in the field of pedagogical cooperation in the
educational process worldwide, and attention is paid to
scientific research on the implementation of goal-
oriented cooperative learning activities, taking into
account the social characteristics of students. This
approach creates the need to introduce effective forms
and methods of education and upbringing, which
provide for the formation of personal and life skills in
students based on the requirements of the person-
centered education strategy, to further develop the
organization of the educational process based on
mutual cooperation between the teacher and the
student, and to improve the methodology for forming
a cooperative learning environment in higher
education.
METHODS
Issues of developing the methodology of independent
educational activities of future teachers in the context
of digital education V.F. Newman, G.S. Diori, Marta R.
Korbella, R.F. Sprol, A. Kroupley, P. Dripiyu, B. Crowell,
D. Schaffer, G.V. Abramyan, V.V. Aleynikov, R.S.
Arefyev, V. Bespalko, N. Gomulina, V.V. Davidov, R.Kh.
Djurayev, A.R. Khodzhaboyev, N.A. Muslimov, Sh.S.
Sharipov, Q.T. Olimov, O'.Q. Tolipov, M.B. Urazova, R.G.
Isyanov, N.N. Azizkhodzhayeva, D.O. Himmataliyev, J.A.
Hamidov, M.M. Aripov, U.S.H. Begimkulov, M.Ochilov,
B.S. Abdullayeva, S.D. Bazarova, N.A. Muslimov. Also,
Angela Stof, Benjamin Blum, Brian Cole, Drapeau Patti,
Jaslin Golberg, Merriembar Geron conducted research
on the problems of developing professional training,
competence and professional and pedagogical
potential of teachers.
RESULTS AND DISCUSSION
The professional skills of a professor-teacher are
manifested in the ability to diagnose students'
collaborative activities, their organization, planning,
communication skills, as well as the ability to organize
situations necessary for the development of the
student's personality. As a result of providing
knowledge to students through the development of
cooperation in education and upbringing, they have the
opportunity to master the qualification requirements
set for each subject, master specific and basic
competencies related to the subject. In the lesson
International Journal of Pedagogics
122
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International Journal of Pedagogics (ISSN: 2771-2281)
process, students are often encouraged to work
together to achieve the set goals. Collaboration
involves working as a team, setting goals with one or
more people and working together to achieve them.
Research
shows
that
collaboration
creates
opportunities for students to succeed in learning.
Because through this method, students can ask
questions, discuss ideas, search for solutions, think
deeply, and gain a deeper understanding of the topic of
the lesson. Also, skills such as taking turns, sharing,
helping others, and accepting help from others can be
developed precisely through the collaborative method.
When the educational process is organized on the basis
of collaborative learning, students are able to better
develop their skills, effectively using the selected
methods and tools to master each topic, implementing
them in important components of practice.
Innovative methods that serve to organize the
collaborative
process
have
the
following
characteristics:
- students have the opportunity to work together,
independently and freely on a common task or learning
activity;
- through collaborative group work, students'
opportunities for acquiring new knowledge expand;
- students carry out activities based on the acquisition
of knowledge in cooperation, search for solutions to
educational tasks, follow the rules adopted by the class
team, and create conditions for students to work
together.
Collaborative learning allows us to achieve the
following results:
- the scope of students' acquisition of new knowledge
expands;
- a set of cognitive information acquired in cooperation
is created;
- as a result of the activation of students' sense of
identity, the desire to study educational materials
increases;
- students' opportunities for forming their own
personal points of view and worldview expand;
- collaborative activities create an atmosphere of
friendship, camaraderie, mutual assistance, and
empathy;
- a new culture of communication, communication, and
relationships is formed among students.
The main areas of pedagogical cooperation are:
- comprehensive study of the student's personality,
analysis and assessment of his capabilities;
- respect for the freedoms and rights of students
through a humane approach to their personality;
- formation of a friendly atmosphere based on mutual
cooperation in school and classroom;
- formation of professor-teacher-student, student-
student cooperation;
- development of the teacher's professional skills,
intellectual, spiritual and cultural potential;
- creation of an upbeat emotional state, pedagogical
and psychological environment in the educational
process;
- creation of a free system of joint assessment of
students' knowledge, joint stimulation, etc.
The introduction of advanced pedagogical technologies
into the collaborative learning process is of particular
didactic importance. This, in turn, allows for a
systematic approach to the learning process. It consists
in organizing the collaborative activities of the
professor-teacher and students on the basis of
designing the learning situation, directing it to the
student in order to achieve a guaranteed result in the
learning process. In order to organize the collaborative
learning
process
using
modern
pedagogical
technologies, a model of teaching the subject using
pedagogical technologies and a technological map of
the learning process should be developed. In order to
determine whether the guaranteed result has been
achieved in the learning process, the professor-teacher
must have the opportunity to objectively assess the
quality of the learning result. Only then can the
collaborative learning process be implemented.
In the process of collaborative learning, lesson
objectives are determined based on the learning
activities of students, which guarantees high results in
the learning process, creates the opportunity for
mutual cooperation between the professor-teacher
and students and accurate assessment of their learning
activities.
The modern method of teaching and learning based on
collaboration, typical of the 21st century, serves to
ensure that students have high-level thinking skills. It
encourages them to go beyond the boundaries of
thinking, to think creatively, effectively and ethically.
Consequently, it involves achieving the intended goal
based on various approaches to issues such as topics,
instructions, classroom environment, assessment
mechanisms and the use of technical manuals, which
cover each of these problems. Students:
- learn to implement multifaceted, complex tasks;
- be able to think deeply about each problem and
manage to increase their knowledge;
- be able to collaborate with peers, professors and
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
specialists in performing important tasks that require
deep reflection;
- contribute to the formation of competencies such as
the ability to use technologies in decision-making,
problem-solving and generating new ideas.
CONCLUSION
Improving the quality of education is one of the main
tasks of pedagogical personnel working in each
education system. For pedagogical specialists,
improving the education system means systematically
designing and pedagogical support for educational
processes, ensuring the intensity of feedback on
existing and implemented activities, achieving
openness, dynamism, statisticality of the pedagogical
system, self-management and development of
students, and further activating their intellectual,
emotional, moral, cultural and physical capabilities. To
achieve such tasks, it is necessary to determine the
main tasks of improving the quality of education on the
basis of cooperative pedagogy and develop
pedagogical opportunities for their implementation.
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