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PEDAGOGICAL BASIS OF THE PROCESS OF INTEGRATION OF PHYSICAL
EDUCATION TEACHERS IN TEACHING SPECIALIZED SUBJECTS
Ahmadova Charos Bakhtiyar Kizi
Senior Lecturer Of The Department "Physical Education And Sport" University TIFT
Annоtаtiоn:
This аrticle describes sоme аspects оf the principles оf educаtiоnаl,
interdisciplinаry cоmmunicаtiоn in the prоcess оf integrаting the psychоlоgicаl аnd pedаgоgicаl
knоwledge оf future physicаl educаtiоn teаchers.
Key wоrds:
primаry educаtiоn, teаcher, integrаtiоn, cоmpоnent, psychоlоgicаl аnd pedаgоgicаl,
principles, knоwledge, skill, quаlificаtiоn.
The President of our country has emphasized the importance of developing children's sports and
highlighted the necessity of integrating education and upbringing with sports and physical
training in a harmonious manner. Sports not only strengthen physical health but also serve as a
solid foundation for building resilience—an essential trait for courageously overcoming life’s
challenges and withstanding various psychological and ideological pressures.
In the process of educating children, it is essential to engage highly qualified pedagogical staff
who possess deep professional knowledge and the ability to apply an individual approach to
each child. By nurturing correct thinking and reasoning from early childhood, we lay the
foundation for the development of a well-rounded generation endowed with high levels of
knowledge and spirituality. Therefore, special attention must be given to advancing the primary
education system, which plays a key role in shaping such a future generation.
Certain aspects of integrated education and upbringing, as well as interdisciplinary connections,
have been examined in the works of prominent pedagogues.
A number of studies have been devoted to interdisciplinary and intradisciplinary connections in
primary education. These issues represent the zone of proximal development for transitioning
toward the integration of academic subjects.
The integration of subjects in primary school curricula has been insufficiently studied and is
often presented in contradictory ways. There are numerous disagreements among scholars
regarding the nature of these interdisciplinary connections.
Modern physical education teachers must clearly perceive both the organizational and
substantive aspects of the integrative nature of primary education in order to effectively fulfill
their professional duties. They should also be aware of the integrative orientation of their future
professional activity. The necessity of integration in the professional training of future physical
education teachers is one of the key conditions that determine the effectiveness of developing
their professional competence. In other words, only when viewed from an integrative approach
can the methodological training of future physical education teachers be truly effective.
Research Objective:
To enhance the effectiveness of the integration process by improving the professional training
knowledge of future physical education teachers.
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Research Methods:
Pedagogical observation and control testing were employed. A comprehensive analysis of the
literature on the subject was conducted. Special principles were developed for the integration of
primary school subjects and for psychological-pedagogical integration.
Results and Discussion:
Let us consider what integration means from a terminological and methodological perspective.
The word “integration” derives from the Latin term integratio – meaning restoration or
completion, and integer – meaning whole or complete. In this regard, we are dealing with two
fundamental concepts:
A system is a concept that denotes the interconnectedness of structurally differentiated
parts and functions within an organism, as well as the process leading to such a state.
It is also the process of bringing closer together various disciplines that are being
implemented alongside stratification processes.
Differentiation
(from French différentiation, and Latin differentia – difference, diversity) refers
to the process of dividing a whole into parts.
The integration of educational content reflects a global tradition of ideas, concepts, and
aspirations. The integrative approach represents the objective unity of various levels of
systemic relationships (nature – society – human being). Integration involves unifying
previously separated components into a whole. It leads to an increased level of cohesion and
organization among system elements [3].
During the process of integration in education, the volume and order of interrelations increase.
This, in turn, organizes the functioning of system components and ensures the integrity of the
subject being studied.
Modern didactic and methodological perspectives emphasize that students’ success in learning,
development, and upbringing depends on their understanding of the unity of the world, the
necessity of aligning their actions with the universal laws of nature, and their ability to establish
both interdisciplinary and intradisciplinary connections within physical education courses.
First and foremost, teachers must possess not only deep and multifaceted practical
technological preparedness but also be supported by appropriate psychological and pedagogical
integration systems.
We believe that when three different but interrelated components—
methodological
,
technological
, and
personal
—are properly integrated, the study of psychological and
pedagogical knowledge becomes significantly easier, faster, and more productive. These
include:
The first component involves acquiring theoretical knowledge and enhancing methodological
reflection skills.
The second component encompasses psychological and pedagogical knowledge at the
methodological and technological levels.
The third component pertains to the personal development of the educator, including the
formation of self-identity.
These components, in their implementation, must meet the following requirements:
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The process of knowledge acquisition must be aligned with the formation of essential
qualities and types of activities required for future teachers.
The structure of psychological and pedagogical sciences should create conditions that
prioritize the need for knowledge even before the knowledge acquisition process begins.
It is necessary to establish conditions that allow future teachers to practically implement the
unity of capabilities, characteristics, forms, and methods. Additionally, it is important to ensure
that students can consistently apply and develop the acquired concepts throughout the
educational process and beyond.
English Scientific Translation:
In order to obtain comprehensive information about the effectiveness of the psychologically and
pedagogically structured integration process and the formation of systematic, integrated
knowledge, it is necessary to organize observations in the following directions:
studying students' psychological readiness to acquire knowledge;
determining the level of preparedness for learning;
identifying the scope of knowledge related to facts, phenomena, and laws;
assessing motivational and emotional attitudes toward the pedagogical process and the
teaching profession.
These indicators play a crucial role in students’ professional orientation. Through such
indicators, it is possible to assess the attitude of future teachers toward the process of teaching
and acquiring knowledge. Analyzing the technological support of the integration process in
psychologically and pedagogically structured instruction helps fully reflect the teacher’s
teaching methods, techniques, and forms.
In conclusion, one of the most important tasks of higher pedagogical education institutions is to
educate future physical education teachers through methods of intellectual activity. Such
methods include the development of mental representation and thinking, generalization,
abstraction, and others.
The method of generalization from the particular to the general (inductive approach) can be
implemented through the following steps:
a) comparing the given objects;
b) identifying and naming the features common to all of them;
c) grouping the objects based on those features.
When generalization is implemented through a didactic approach (from general to particular),
future physical education teachers must be able to select the relevant concept and articulate its
general characteristics. The conscious transfer of knowledge to new tasks is a key indicator of
mastering intellectual activity methods.
References
1. Kаlyаgin L.L. Aleksinkа O.L. “Integrаtsiyа shkоlnоgо оbucheniyа” Nаchаlnаyа shkоlа
1990 g. № 9.
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2. 2. Kukushin V.S. Bоldirevа A.V. “Pedоgоgikа nа’chаlnоgо оbrаzоvаniyа” “Mаrt” 2005g.
3. 3. Mаvlоnоvа R.A. “Bоshlаng‘ich tа’limning integrаtsiyаlаshgаn pedаgоgikаsi” Metоdik
qо‘llаnmа Tоshkent-2005y.
4. 4. Shоrustаmоvа D.S. “Bоshlаng‘ich tа’lim dаrslаrini integrаtsiyаlаshdа pedаgоgik
psixоlоgik yоndоshuv” Mаgstir аkаdemik dаrаjаsini оlish uchun yоzilgаn dissertаtsiyа. –T.
2014y.
5. 5. Yаkibоvа D.Sh. “Bоshlаngich tа’limdа integrаtsiyа intellektuаl tаrаqqiyоt оmili sifаtidа”
Mаktаb tа’limi jurnаl.
