Volume 02 Issue 10-2022
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article provides detailed information about the use of educational technologies in formal, informal, and informal
training of continuous professional development of primary school teachers. Also, the requirements for technologies
for professional development of teachers are summarized.
KEYWORDS
Educational technologies for use in formal, informal, informal learning, continuous professional development
technologies, experience, reflection, knowledge, experience of application in changing situations.
INTRODUCTION
In modern conditions, improving the mechanism of
developing the intellectual potential of pedagogues in
the system of public education, developing the
infrastructure for its implementation has become a
demand of the times. This process involves further
improvement of the system of continuous professional
development of teachers in practice, expansion of
innovative processes, diversification of educational
services, introduction of quality management, based
on professional needs, modeling of individual activity,
design,
implementation
of
multi-component
approaches that ensure continuity and coherence.
creates the need to increase.
Research Article
EDUCATIONAL TECHNOLOGIES TO BE USED IN FORMAL, NON-FORMAL,
INFORMAL
EDUCATION
OF
CONTINUOUS
PROFESSIONAL
DEVELOPMENT OF PRIMARY CLASS TEACHERS
Submission Date:
October 01, 2022,
Accepted Date:
October 05, 2022,
Published Date:
October 09, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue10-05
Matluba Shodiyeva
Associate Professor, Head of the Department of Preschool Elementary and Special Education, Institute of
Retraining and Advanced Training of Public Education Workers of the Kashkadarya Region
Kashkadarya, 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 02 Issue 10-2022
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
It seems that in the implementation of continuous
professional development of teachers, it is necessary
to be based on the principles of andragogy, because
such principles emdiv the following [3]:
1. Professional knowledge that forms a culture of
mutual cooperation with adults (colleagues, clients,
students).
2. Knowledge that provides informational and
methodical support for spiritual, cultural and
professional development throughout life.
The main findings and results
These, in turn, create the need to solve the following
tasks related to the improvement of the technologies
of continuous professional development of primary
school teachers based on the acmeological approach:
choosing
reflexive
and
practically
oriented
technologies of professional development; creating an
environment through technologies that allow self-
development; to identify the didactic “core” of
technology and elements of its implementation (from
technology to technology); that the selected
technologies take into account and provide every
feature of continuous professional development of
teachers; classification of the types of tasks that enable
the implementation of the selected technologies, their
grouping and description of the opportunities for
professional development of teachers.
Modern science and practice has a variety of
technologies that are sufficient to meet any needs of
teachers. There are different bases for systematizing
technology groups. If technology is a category of
activity, then all technologies can be divided into
groups depending on which type of activity is leading
at this stage of cognitive activity of student-teachers.
We list the main types of activities: understanding,
recognition; execution; reading; communication,
including communication; the game teaching;
reflection.
According to YE.I. Mikhaylova, O.M. Chorosova, R.YE.
Gerasimova, T.A. Makarenko, depending on the nature
of the educational environment (or conditions), all
known technological teaching methods are divided
into the following three groups [4]:
technological methods that can be used within the
traditional classroom system (problematic education,
developmental education, games, etc.);
technological methods that require organizational
modernization of the work of an educational
institution (concentrated education, collective method
of teaching, etc.);
technological methods that require changing the
content of education (“communication technologies”,
probabilistic education, etc.).
In her research, O.A. Ivanova summarizes the
technologies related to the organization of adult
education in the following types [1.104]: modular
teaching technology; modular-rating technology of
education; modular credit technology of education;
flexible
educational
system
technology;
full
assimilation technology; multi-level educational
technology; technology of individual educational
trajectories; paracentric educational technology;
control and correction technology; individual-team
technology of teaching; team-individual technology of
teaching and others.
Described by researchers for the andragogic model of
education - individual education aimed at the self-
development of adults in the direction of individual
education and acquiring the skills to organize their own
Volume 02 Issue 10-2022
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
educational process technology of trajectories is
relevant.
Also, experts emphasize that, depending on the
leading (main) activity, the following six main groups
of educational technologies can be distinguished
[2.388]: explanatory and illustrative technologies
(understanding,
recognition);
reproductive
technologies (performance); problematic search
technologies (research); communication technologies
(communication);
imitation
and
role-playing
technologies
(game);
reflective
(reflective)
technologies (reading, teaching).
Issues related to the improvement of technologies of
continuous professional development of teachers
studied as an object of research, information and
communication technologies for increasing the
effectiveness
of
management
of
continuous
professional development of pedagogues in scientific
researches of our republic, the CIS and foreign
scientists (E.M. Alkarov), innovative and variable in the
process of professional development technologies
(S.Y. Makhmudov), principles of technology selection,
requirements for them (V.I. Zagvyazinsky, M.M. Levina,
E.S.
Polat),
informal
(network)
educational
technologies in modern conditions (O.V. Pavlova),
technologies for organizing adult education for
andragogs (O.V. Agapovoy, S.G. Vershlovskogo, N.A.
Toskinoi), digital technologies in adult education (A.
Gegenfurtner), comprehensive technologies for
increasing the motivation of adults (R.J. Wlodkowski),
current trends and future directions of mixed learning
technologies (C.R. Graham ), continuous ka
Researched as a technology of positive development
(Hussain Gandhi).
In our view, in the continuous professional
development of teachers, the technologies for
teaching adults proposed by YE.I. Mikhaylova, O.M.
Chorosova, R.YE. Gerasimova, T.A. Makarenko
(technological training depending on the nature of the
educational environment (or conditions) methods)
group embodies the specific features of the
organization of adult education and all known
technological teaching methods.
Based on this, based on the study and generalization of
the technologies of professional development of
teachers in our country and abroad, we have united
traditional and modern educational technologies into
three large conceptual groups of educational
technologies for use in formal, informal, and informal
education:
Directive-systematic implementation technologies
through the uniform curriculum of teaching subjects in
collective and small groups through the formal
educational process, as well as through the curriculum
created in accordance with the specific goals and
objectives of education and training. Technologies in
this group are used in the formal form of education and
training of adults. Formal is an institutionalized
(emdiving certain rules and norms), purpose-
oriented and planned education with the participation
of state educational institutions and accredited non-
governmental educational organizations recognized
by the state.
Informal, self-directed (and developing) technologies
based on teaching in pedagogic classrooms (“free
lessons”, “free creative works”, “activities based on
desire,
need
and
motivation”).
Informal
-
institutionalized by a person or organization that
provides educational services (emdiving certain rules
and norms), directed and planned for a specific
purpose, additional to formal education in training a
person throughout his life and (or) its alternative.
Volume 02 Issue 10-2022
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Informal communicative and interactive technologies
for obtaining information, based on practical and
developing theories. These are didactically and
methodically working in project-oriented groups, pair
groups, team teaching (Team-Teaching), classes in
special rooms equipped with functional equipment,
special training classes, independent study according
to an individual plan. are technologies related to the
organization of learning. Informal - goal-oriented, but
not institutionalized (does not emdiv specific rules
and norms), is less organized and structured than
formal or informal education, and includes learning
activities in the family, workplace, place of residence
and everyday life takes
Below is an example of educational technology for use
in formal education.
“Differential teaching” technology.
Purpose: provides teaching taking into account the
individual characteristics of the listener-teacher - the
ability to learn and the ability to acquire knowledge.
The essence: this technology provides for the creation
of a pedagogical environment that takes into account
the activity of each learner that corresponds to the
scope of close development, and differential level
teaching.
Mechanism: training based on the diagnosis of the
dynamic characteristics of the person and the level of
acquisition of general educational skills; choose
depending on the areas of education and interests;
organization of profile training options; activation of
cognitive content and stimulation of cognitive
activities of student-teachers; voluntary choice of
learning material level (not less than state
requirements
and
qualification
requirements);
organization of independent work of student-
teachers; organizing the educational process in pairs,
groups and teams; control over learning material;
targeted training on specially developed content and
methodology for teachers in the general secondary
educational institution, for example, teaching in 1st
grades (as well as 2nd-4th grades) training of teachers
(on teaching methods and educational problems of
subjects taught in 1st grades, as well as 2-4th grades) in
separately organized groups; quick training according
to the personal training plan.
As a result of studying the principles of technology
selection, dissertation research on their requirements
and the analysis of various scientific literature
(V.I.Zagvyazinsky, M.M.Levina, E.S.Polat) and other
points of view, we summarized the requirements for
technologies for the professional development of
teachers within the framework of our research. :
intensity of education; the possibility of modeling
professional activity; ability to make decisions
independently; high theoretical level of educational
material; ensuring the quality of teaching; speed of
data processing and guarantee of practical use;
comprehensive solution of educational problems;
personal direction; ensuring progress in cognitive
development;
connecting
with
the
teacher’s
professional activity and taking into account his needs,
individual professional development trajectory;
increasing interest in professional activity and
professional development; practical direction; the
problematic nature of the educational material; having
a
developmental
character;
development
of
professional knowledge; compatibility of technologies
with each other.
In this case, adult education is organized on the basis
of the following scheme: “e
xperience-reflection-
knowledge-experience of application in changing
situations”. The purpose and result of such an
Volume 02 Issue 10-2022
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
organization of the educational process is determined
by the developed competence of the specialist as an
integral feature that represents the ability of a person
to successfully perform certain activities.
CONCLUSION
The conclusion is that pedagogues independently
improve their knowledge outside the classroom,
acquire the necessary knowledge of science,
pedagogical skills that ensure the effectiveness of the
teaching process through independent education, the
formation of professional thinking that means political
and humanitarian knowledge, the system of
pedagogical knowledge and specialization. It is
important to acquire teaching technologies.
REFERENCES
1.
Ibragimov
A.A.,
Faizullayeva
G.SH.
Organization and conduct of practical training
in training courses. Methodical guide.
–
Samarkand.: SVXTXQTMOHM, 2020,
–
104 p.
2.
Qualitative additional professional education
of adults as a social responsibility of the federal
university: monograph / [E.I. Mikhailova, O.M.
Chorosova, R.E. Gerasimova, T.A. Makarenko
and others]; NEFU them. M.K. Ammosova,
Institute of continuous prof. education. -
Yakutsk: NEFU Publishing House, 2015. - p. 388.
3.
Afanasiev V.V., Ivanova O.A. Using the
resources of non-formal education in the
system of additional professional training of
teachers // Vestnik NVGU. No. 1/2016.
[Electronic resource].
–
Access mode:
file:///C:/Users/User/Desktop/ispolzovanie-
resursov-neformalnogo-obrazovaniya-v-
sisteme-dopolnitelnoy-professionalnoy-
podgotovki-pedagogov.pdf.
4.
Yesenkova T.F. Pedagogical technologies in
adult education: methodology, content,
effectiveness // Fundamental research. 2015.
No. 2-7. - With. 1483-1488; [electronic
resource].
URL:
https://fundamental-
research.ru/ru/article/view?id=37178 (date of
access: 03/19/2022).
5.
Shodiyeva M.J. The model of improvement of
technologies of continuous professional
development of primary school teachers in the
modern educational environment based on the
integration of traditional and electronic
education // Scientific bulletin of NamSU. -
Namangan, 2022. - Issue 5. - B.1048-1053.
6.
Shodiyeva
M.J.
Acmetechnologies
of
continuous professional development of
primary school teachers and its application
methodology // Public education. - Tashkent,
2022. - No. 4 (July-August). - B. 93-95.
7.
Saparov, K., Rasulov, A., & Nizamov, A. (2021).
Problems of regionalization of geographical
names. In ИННОВАЦИИ В НАУКЕ, ОБЩЕСТВЕ,
ОБРАЗОВАНИИ (pp. 119
-121).
8.
Rasulov, A. B., & Rasulova, N. A. (2020).
METHODOLOGY
OF
GEOECOLOGICAL
INDICATORS
OF
SUSTAINABLE
DEVELOPMENT, GLOBAL GEOECOLOGICAL
INDICATORS. In СОВРЕМЕННЫЕ НАУЧНЫЕ
ИССЛЕДОВАНИЯ: АКТУАЛЬНЫЕ ВОПРОСЫ,
ДОСТИЖЕНИЯ И ИННОВАЦИИ (pp. 302
-305).
9.
Rasulov, A. (2022, August). ANALYSIS OF
ECOLOGICAL SITUATION AND METHODS OF
ITS ASSESSMENT. In Conference Zone (pp. 24-
27).
10.
Rasulov, A., Saparov, K., & Nizamov, A. (2021).
THE IMPORTANCE OF THE STRATIGRAPHIC
LAYER IN TOPONYMICS. CURRENT RESEARCH
JOURNAL OF PEDAGOGICS, 2(12), 61-67.
Volume 02 Issue 10-2022
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
10
Pages:
27-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
11.
Kulmatov, R., Rasulov, A., Kulmatova, D.,
Rozilhodjaev, B., & Groll, M. (2015). The
modern problems of sustainable use and
management of irrigated lands on the example
of the Bukhara region (Uzbekistan). Journal of
Water Resource and Protection, 7(12), 956.
12.
РАСУЛОВ, А. Б., & АБДУЛЛАЕВА, Д. Н. (2020).
ПЕДАГОГИЧЕСКИЕ И ПСИХОЛОГИЧЕСКИЕ
АСПЕКТЫ
РАЗВИТИЯ
НАВЫКОВ
ИСПОЛЬЗОВАНИЯ САЙТОВ ИНТЕРНЕТАВ
ПРОЦЕССЕ
повышения
квалификацииРАБОТНИКОВ
НародНОГО
ОБРАЗОВАНИЯ.
In
Профессионально
-
личностное развитие будущих специалистов
в среде научно
-
образовательного кластера
(pp. 466-470).
13.
Rasulov, A. B. (2020). GEOECOLOGICAL
ASPECTS OF SUSTAINABLE DEVELOPMENT. In
SCIENCE AND EDUCATION: PROBLEMS AND
INNOVATIONS (pp. 307-310).
