International Journal of Pedagogics
99
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
99-102
10.37547/ijp/Volume05Issue05-24
Teaching Methods for Future Music Teachers Based on The
Teacher-Student Tradition
Kuychieva Zamira Unarovna
Senior Lecturer, Gulistan State University, Independent Researcher, Uzbekistan
Received:
16 March 2025;
Accepted:
12 April 2025;
Published:
14 May 2025
Abstract:
This article highlights the problems of integrating the teacher-student tradition into the modern
educational process in the process of training future music teachers. The traditional teacher-student school is an
important pedagogical tool for the continuous continuation of musical culture and instilling national values in the
younger generation. Taking this tradition as a basis, the article analyzes effective methods of training music
teachers, individual approaches and ways to develop creative competencies from a scientific, theoretical and
practical point of view. The article also reveals the role of teacher-student relations in the musical pedagogical
process, the mechanisms for forming professional skills through this method, as well as the prospects for using
the experience of the national school.
Keywords:
Teacher-student tradition, music teacher, pedagogical method, creative competence, national value,
practical music education, professional skills.
Introduction:
At the modern stage of the national
education system, the importance of traditional
educational tools, in particular, teaching methods
based on teacher-student relationships, in the
formation of the younger generation as a
comprehensively developed personality is increasingly
increasing. Especially in the fields of art and music, this
ancient pedagogical model is manifested not only as an
important tool for teaching, but also as an integral
means of mastering professional skills through practical
training. Because the art of music is a complex process
that harmoniously develops not only theoretical
knowledge, but also creative experience, feelings,
tastes, aesthetic views and practical skills. The teacher-
student tradition is an integral part of the cultural and
spiritual heritage of the Uzbek people, which has been
formed over the centuries, and it is through this model
that many great composers, hafiz, musicians, as well as
skilled teachers have grown. In this tradition, the
teacher acts as a mentor who not only gives knowledge,
but also shapes the spiritual world of his student,
educating him as a person useful to society. In music
education, this process is more complex and subtle,
and the teacher does not just transfer his knowledge,
but also forms his student as a creator with musical
thinking and taste through the example of creative
activity.
Today, in the training of music teachers in higher
pedagogical educational institutions, along with
advanced pedagogical technologies, teaching models
based on national-didactic approaches, in particular,
the traditions of the teacher-student relationship, are
gaining relevance. After all, this approach is one of the
most effective methods for identifying the student's
unique musical abilities, an individual approach to
them, and strengthening their professional thinking.
Therefore, the need to develop not only scientific and
theoretical knowledge, but also practical skills formed
on the basis of the teacher-student experience in the
training of future music teachers is becoming an urgent
pedagogical task. This article highlights the theoretical
and practical aspects of this issue, analyzing the
mechanisms of application of teacher-student
traditions in music education, experiences and
prospects for their integration into the modern
educational process. The goal is to reveal the
possibilities of approaches based on folk pedagogy in
the professional training of future music teachers and
to substantiate them from a didactic and
methodological point of view.
METHODOLOGY
The study of teaching methods based on the traditions
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
of teacher-student in music education and their
application in the training of future teachers is, by its
very nature, a multifactorial, systematic and cultural-
pedagogical process. Ancient pedagogical views, the
concept
of
person-centered
education,
the
competency-based approach and the theory of activity-
based education were chosen as the methodological
basis of this study. These approaches serve to identify
the individual abilities of the student-student in the
process of musical education, to form independent
creative thinking and to deepen his professional
training.
During the study, historical-comparative, analytical-
critical, empirical observation and experimental-
practical methods were used. First of all, the place of
the teacher-student tradition in Uzbek and world music
pedagogy was studied in a historical context, and
similarities and differences between different periods
and schools were analyzed. Through this, the
possibilities of combining traditional experience with
modern educational technologies were identified. Also,
empirical data was collected among future music
teachers studying at higher pedagogical educational
institutions based on observation and questionnaires.
These methods served to determine the effectiveness
of teacher-student teaching methods, the attitude of
students to them, and the level of professional
competencies formed through this approach. When
choosing methodological approaches, interactive
methods aimed at forming pedagogical relations based
on two-way active, constant dialogue between the
teacher and the student were taken as the basis
(observation, master classes, analysis of skillful
performance, creation of problem situations,
development of creative projects). This will ensure that
future music teachers not only acquire knowledge, but
also
become
qualified
specialists
who
can
independently express their opinions, have a creative
approach, and adequately mentor their students.
Another important aspect is that the study analyzed
examples of the teacher-student model from sources
such as folk oral art, maqom art, and national
performing schools, and based on them, modern
teaching scenarios were developed through musical-
pedagogical modeling. This method allows for the
introduction of an innovative approach to music
education while preserving national identity. In
general, the methodological approach of the study
ensured the harmony of theoretical substantiation and
practical verification. This made it possible not only to
scientifically substantiate the methods of training
music teachers based on the traditions of the teacher-
student, but also to test them in practice.
Literature review (commentary)
A review of the literature on music education based on
the teacher-student tradition shows that this approach
is closely related to the centuries-old traditions of
Uzbek music pedagogy and is particularly effective in
practical training. In particular, scientists such as A.
Yuldoshev, M. Abdurashidov, N. Kasimova note in their
research that in folk pedagogy, knowledge and
experience are transmitted from generation to
generation through the teacher-student model. Their
works emphasize that teacher-student relationships
are of great importance not only in educational, but
also in educational terms.
In the context of music education, the sociocultural
theories of B. S. Gershunsky and A. N. Leontyev deeply
analyzed the role of the teacher in the development of
the student. In their opinion, the student's acquisition
of knowledge and personal formation occurs through
the teacher's communication, instruction, and
exchange of experience. These ideas determine the
theoretical foundations of the teacher-student model.
The decrees and resolutions of the President of the
Republic of Uzbekistan on education, in particular, the
concept of the “New School of Uzbekistan”, focus on
the issues of improving the quality of education, the
personality of the teacher and his professional
qualifications. These documents set out clear directions
for combining national values with modern education,
which, in turn, creates the basis for the integration of
teacher-student traditions into the educational
process.
Local researchers G. M. Sattorova and S. R. Gulomova
in their articles indicate the teacher-student
relationship as the methodological basis of education
in the professional training of music teachers. They
proved, based on practical observations, that when the
independent work of a young music teacher is guided
by the experience of the teacher, the level of
effectiveness and creativity increases significantly.
Also in the international literature (for example, T.
Regelski, K. Swanwick, etc.) mentoring in music
education, that is, the method of providing guidance to
new teachers by experienced teachers, is considered
one of the quality factors of education. These
approaches are considered a modern form of the
teacher-student model, emphasizing reflection,
collegial assessment and collaborative learning in
education. The above analysis shows that the tradition
of teacher-student is not only of historical and cultural
importance in the training of music teachers, but also
an effective pedagogical approach that can be enriched
with modern methodological foundations. Based on
this literature, the teaching methods proposed in the
article are based on scientifically sound, practically
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International Journal of Pedagogics (ISSN: 2771-2281)
tested approaches.
DISCUSSION
The professional formation of future music teachers is
a complex and multi-stage process, which is carried out
not only through theoretical knowledge, but also
through the development of practical skills, creative
experience and aesthetic views. In this process,
teaching methods based on the tradition of teacher-
student play an important pedagogical role, especially
in the context of music education. Because in this
approach, a strong professional relationship is formed
between the teacher and the student, which is not just
a transfer of knowledge, but also through mutual
communication, trust, observation, imitation and
practical activity.
The main pedagogical advantage of the teacher-
student relationship is the possibility of individualized
education. A teacher who deeply understands the
unique abilities and capabilities of each student
approaches him individually, encouraging him not only
to study, but also to creative research, independent
thinking, and to strive for professional perfection. In
this regard, the teacher-student model fully complies
with the main requirements of modern pedagogy - a
differentiated
approach,
interactive
methods,
competency-based development and practice-oriented
teaching. The observations and analyses conducted in
this article have shown that teaching methods based on
the teacher-student model have the following
advantages: It ensures the continuous transfer of
creative experience from generation to generation.
Music is a practical art, which is perfected through
direct exchange of experience. Therefore, this method
is the most natural and effective form of teaching.
The student forms a professional identity through the
realization of his professional identity, following his
teacher. The student perceives his teacher not only as
a source of knowledge, but also as a moral and
aesthetic role model.
Theoretical knowledge and practical skills are
combined. Many didactic systems see these two areas
separately, while in the teacher-student model they are
considered as a whole.
However, there are certain problems in integrating this
model into the modern higher education system. For
example, factors such as the limited number of classes,
the large number of students, and the excessive
workload of teachers hinder an individual approach.
Also, not all teachers who teach can fully understand
the psychological and methodological aspects of this
method and apply it consciously. Therefore, there is a
need to establish special training courses, master
classes, and experience exchange platforms in this
area. In the era of modern technologies, teacher-
student relationships can also be developed through
distance learning and digital platforms. For example,
through online master classes, interactive video
analysis, and virtual music lessons, students can
directly communicate with the teacher, deeply study
his style and performance techniques. This allows us to
revive and further popularize the traditional approach
in a modern form. In general, the analysis shows that if
the teacher-student tradition is used in music
education in combination with advanced didactic
approaches, not only the professional potential of
future music teachers, but also their human qualities,
aesthetic outlook, and devotion to national culture are
formed at a high level.
CONCLUSION
In the process of training future music teachers,
teaching methods based on the tradition of teacher-
student are being reevaluated today not only as a
historical value, but also as an effective pedagogical
model. The fact that this approach has deep cultural,
educational and didactic foundations indicates that it
has not lost its relevance in the current educational
process. The knowledge, skills and cultural and spiritual
heritage formed through traditional teacher-student
relationships are of great importance in the formation
of aesthetic taste, professional identity, and national
identity in the hearts of the younger generation.
The study revealed that this method forms not only an
individual approach, but also personal responsibility,
dedication, creative thinking, and the need for
continuous learning. For a student, a teacher is not only
a possessor of knowledge, but also a moral and
aesthetic ideal, a guide on the path of professional
development. This process is especially important in
the field of music, because this science is a direction
that is felt with the heart, relying more on practical and
aesthetic feelings. Therefore, one of the urgent tasks in
the training of music teachers in higher educational
institutions is to enrich the teacher-student model with
new content, to harmonize and systematize it with
modern educational technologies. The strengths of the
teacher-student relationship - closeness, trust,
continuous practical communication, exchange of
experience - still create a stable and sincere foundation
for professional education today.
In the future, based on this model, special
methodological
platforms,
advanced
training
programs, and mentoring-based training modules
should be developed to form not only professional
knowledge, but also national pride, aesthetic thinking,
and independent creative potential in future teachers.
Through this, we will have the opportunity to preserve
International Journal of Pedagogics
102
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International Journal of Pedagogics (ISSN: 2771-2281)
the national musical culture and continuously develop
it through professional education. Thus, the use of the
teacher-student tradition in music education is not only
a pedagogical approach, but also one of the most
effective and natural ways to continue the spiritual and
educational heritage of our people through education.
REFERENCES
Abdurashidov, M. Teacher-student traditions in the
Uzbek folk musical heritage / M. Abdurashidov.
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T.:
Fan, 2008.
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144 p.
Yoldoshev, A. Music education methodology / A.
Yoldoshev. - T.: Author's edition, 2012. - 180 p.
Kosimova, N. National pedagogical traditions in music
education / N. Kosimova. - T.: Ilm-Ziya, 2017. - 128 p.
Sattorova, G. M. Professional competence of a music
teacher: theoretical and practical foundations / G. M.
Sattorova. - T.: Science and technology, 2020. - 200 p.
Gershunsky, B. S. Philosophy of education for the XXI
century / B. S. Gershunsky. - M.: Center, 2002. - 312 p.
Leontev, A. N. Deity. Soznanie. Lichnost / A. N. Leontev.
- M.: Smysl, 2001. - 311 p.
Regelski, T. A. Teaching General Music in Grades 4
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8: A
Musicianship Approach / T. A. Regelski. - Oxford:
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