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PEDAGOGICAL PROJECT IN THE PROCESS OF TRAINING PRIMARY
EDUCATION TEACHERS
Julia Georgieva Doncheva
Professor, Doctor of Science Rusensky University name
Angela Kyncheva Republic of Bulgaria
Eshpulatov Shakir Nabievich
Lecturer, Department of Pedagogy and physical culture,
Samarkand state university UF
Gulchehra Safarovna Pardayeva
Uzbekistan-Finland Pedagogical Institute
Senior teacher of the Department of Pedagogy, Samarkand city.
Abstract:
In the state, pedagogical projects for the preparation of primary school teachers in
higher educational institutions are analyzed, the principles of determining the quality of
education, the complex of its pedagogical services, the organization and management of students'
cognitive activities are revealed.
Keywords:
pedagogical project, quality of specialist training, quality of education, goal setting,
meaningful, organizational - activity, control-correction, quality of organization of effective
teaching.
It is a necessity of the present time to fundamentally revise the content of training specialists in
accordance with the priority tasks of socio-economic development of our country, to create the
necessary conditions for training specialists with higher education at the level of international
standards, to qualitatively increase and radically improve the level of higher education.
Today, when we talk about the educational process in a higher educational institution, it is
increasingly associated with the concept of "quality". However, at present, there is no single
approach to the concept of "quality" among scientists and teachers. Some time ago, the quality of
education for students of higher educational institutions was determined, first of all, by the level
of qualification of their teachers. In conditions of relatively slow renewal of the material and
technical base of production, a graduate could successfully work for a relatively long time,
relying on the knowledge gained during the educational process. Therefore, it was believed that
the better a student studies, the higher the quality of education he will receive. The main
requirement for a modern graduate of a higher educational institution is to constantly improve
the content and methods of his professional activity based on the latest achievements of science
and technology. The system of continuing education is becoming a necessary practice for
adapting a graduate of a higher educational institution to the needs of the modern educational
sphere. Consequently, the quality of training of future primary school teachers is determined not
only by the extent to which they have fully mastered the content of higher education, but also by
the degree to which they have mastered the methods of self-education and self-development in
teaching. Thus, to date, pedagogical science has not given a universal definition of the concept of
“quality of education”. In our study, the concept of “quality of education” includes the following
content: - it is the result of the joint activities of the teacher and the student to achieve pre-
planned educational goals in accordance with the State Educational Standard. Today, one of the
tasks of modernization of higher education is to strengthen the role of the humanities, to ensure
the successful socialization of future primary school teachers, which implies the orientation of
education not only to the acquisition of a certain amount of knowledge by students, but also to
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the development of their personality and cognitive abilities[4]. In this regard, the tasks of the
modern teacher have also changed. In addition to scientific and professional training, the tasks of
organizing and managing the educational activities of students, the formation of their cognitive
activity, the creation of conditions for self-education and individual creative development have
come to the fore. However, the low initial training of future primary school teachers, the small
number of lesson hours allocated for the study of modern innovative technologies in many cases
do not allow the teacher to achieve a sufficient level of knowledge and the formation of
competencies in students, not to mention their personal qualities and specific qualities. The
current situation prompts us to search for modern methods of organizing the training of future
primary school teachers. Theoretical analysis of pedagogical literature on this issue and analysis
of our own pedagogical activities allow us to assume that one of the main components that
contributes to the quality of education in a higher educational institution and its effective
management is the pedagogical project. By pedagogical project we mean the purposeful activity
of a teacher to develop a project for the educational process, which is a model of future activity.
The concept of "quality of educational organization" includes the following content: - it is a
purposeful process with a clear structure, clear tasks, as a result of which students acquire a
system of knowledge, skills and qualifications, personal qualities of general professional
importance; provides professional development that meets modern world requirements, is
necessary for creative activity, self-education and self-development. Based on our definition, the
educational process should be organized in accordance with the principles of pedagogical design,
such as analytical, predictive, transformative, normative, with the priority of human needs,
diagnostic goal setting, gradualness, self-development, efficiency, consistency, research.
1) motivational stage, consisting of: the formation of personal motivation for the implementation
of the project, the identification of professionally important problems, a professionally justified
analysis of one's capabilities and an active search for the necessary information;
2) the identification stage, which consists of the formation of the goals, objectives, principles of
training, the analysis of the methods, forms and means of training used; clarification of goals,
clarification and registration of specific tasks, development of criteria for assessing results,
determination of conditions and means of achieving goals, clarification of design tasks, focusing
on the required level of mastery of educational material;
3) the activity stage, which consists of analyzing the level of preparation and individual
psychological characteristics of students, selecting the content of educational material, choosing
a system for monitoring the quality of education taking into account the selected criteria for
assessing results; ends with the design of the model and its testing.
4) the correction stage, which consists of the analysis and evaluation of the project results and
their preparation.
In accordance with this stage in the structure of the model, we distinguish the following blocks:
goal setting, substantive, organizational - activity, control-correction and efficiency. The goal
setting block consists in setting the goals and objectives of teaching the humanities in a technical
higher educational institution in accordance with the state educational standard. In the process of
pedagogical design, setting the goal and subsequent tasks is a key component of building a
quality system for organizing education. A prerequisite for the effective implementation of the
system in practice is the compliance of the goals of each individual student with the general
educational goals and, in particular, with the goals of its individual stages, thereby ensuring the
effectiveness of the entire teaching process. By efficiency, we understand the degree to which
future primary school teachers achieve these goals, transformed into a system of knowledge,
skills and abilities, a system of personal qualities of general professional significance, which turn
into competencies that must be formed in a graduate of a higher educational institution. The
implementation of this block in practice requires the definition of goals and objectives of a
general and specific nature.
The general task is defined as the goal of implementing the entire model of the pedagogical
project - the formation of a system of knowledge, abilities, skills, the formation of qualities and
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competencies of general professional significance. The specific tasks are: - the formation of
stable motivation for educational activities; - updating and strengthening the knowledge, skills
and qualifications of future primary school teachers in accordance with the requirements of the
State Educational Standard and the curriculum in science; - the formation and development of
skills for analyzing, synthesizing, generalizing and transferring knowledge, logical thinking; - the
formation and development of self-control skills.
The content block includes knowledge, abilities, skills recognized by the state and educational
content that can be defined as the content of the subject. When designing the content of the
subject, it is advisable to use the following rules: - a holistic reflection of the tasks of forming a
comprehensively developed personality in the content of education; - high scientific and practical
significance of the content; - the correspondence of the complexity of the content to the real
educational capabilities of students; - the correspondence of the volume of the content to the time
available for studying this subject; - the correspondence of the content to the existing educational,
methodological and material and technical bases of the higher educational institution [2].
The organizational-activity block includes the activities of the teacher and students. The
educational process is structured in such a way that it is based not on the acquisition of
knowledge, but on the methods of its acquisition. The teacher should refrain from giving ready-
made knowledge, explaining and showing students the correct course of action that they can
acquire through direct imitation, and not show examples that students can aspire to, although this
point of view is also very important. The student must independently obtain the necessary
knowledge and correctly answer the questions posed - this is what he must learn first of all. We
see the solution to this problem in implementing the educational process based on the following
principles: – activity-based education. Activity develops important general professional qualities
of the student; - the problematic nature of learning, education should become a research area, in
which the experience of perceiving knowledge is obtained not through the scheme of transferring
knowledge from the teacher to the student, but through the scheme of creating this knowledge by
the student himself; - the polylogical nature of the content of the educational subject determines
the need to turn the educational material into the basis for polylogy.
Polylogicality is based on various ideas expressed by the participants of educational dialogue in
the conditions of subject-subject relations, the main subject of which is the joint discussion of
one thing with joint attention in solving the problem. Polylogical communication implies the
subjective activity of all participants in the polylogue. The main functions of interaction in the
process of polylogue are self-education, self-development, mutual assessment and activation of
self-esteem. In a real polylogue, there is not only external coercion, but also internal
predetermination. Education is understood as the self-development of a person in communication.
Conditions for polylogue: establishing partnership in communication, recognizing and defending
the rights of partners to their point of view, the ability to listen and hear partners, readiness to
look at the subject of communication from the point of view of partners, ability.
Empathy and sympathy; - the principle of individualization of the educational process. The
process of preparing students implies that each student chooses his own level and pace of
learning, which is determined by the use of designing his own educational activities. Only in a
strictly individualized educational process can an individual approach to managing the
educational process of each student be implemented; - the principle of student consciousness and
activity. Determines the position and attitude of students to participation in the educational
process. A conscious approach to education is an understanding of the essence of the problems
being studied, confidence in the correctness and practical significance of the knowledge gained,
a positive attitude to learning. Consciousness gives education an educational character. Student
activity in the educational process makes a significant contribution to the formation of qualities
and skills of general professional value[5].
The effectiveness of the above principles increases when the following set of pedagogical
conditions is met, by which we understand a set of interrelated measures of the educational
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process, the observance of which ensures the achievement of pre-planned goals and objectives of
learning:
1) the implementation of student-oriented, activity-based and competency-based approaches in
the process of organizing students' educational and extracurricular activities, which involves the
use of various forms of activity, teaching methods and techniques, taking into account individual
characteristics and the initial level of students' readiness. The goal of implementing the first
condition is the formation of an intellectually developed personality capable of self-education
and self-development. To achieve this goal , it is necessary to abandon such an organization of
the educational process, in which educational activity is reduced not to the production of
knowledge, but to the process of reproductive assimilation (assimilation and practical application
of knowledge).
2) the interaction between teachers and students in the educational process determines the
student as an active subject of activity. This condition allows to increase the student's activity as
a subject of the educational process, to expand the boundaries of his creativity, which in turn
contributes to the formation of qualities of general professional importance (we include, first of
all, such qualities as courtesy, humanity, dedication, independence, responsibility, organization,
creativity, criticality, self-criticism, mindfulness, reasoning), on the basis of which competencies
are formed (communicative, informational and special (project and self-development)). By
information competence we understand the ability to independently search for, analyze, select,
process and transmit the necessary information using information technologies, the ability to
critically approach information. Within the framework of specific competence, we consider the
competence of self-education, which is associated with the ability to learn throughout life, as a
basis for continuous training in professional terms, personal and public life, as well as project
competence, which is associated with the ability to effectively organize one's own activities. We
propose to determine the level of development of competence by the following criteria and
indicators: - motivational (values, worldview, implementation of moral standards, motives
(external and internal), goals, reasoning, readiness for flexible reorientation within and outside
one's own activities.); - operational (ability to carry out activities, efficiency of activities,
knowledge, abilities, skills, mastery of modern technologies, individual style of activity); - social
activity (the ability to effectively cooperate, collaborate, understand the significance of one's
own activities and the activities of others).
3) a combination of collective, group and individual forms of organizing the educational process.
The optimal combination of collective, group and individual forms in the process of organizing
training in the humanities ensures an increase in the quality of students' mastery of educational
material, contributes to the formation of a system of knowledge, abilities and skills, and in
general accelerates professional development. As indicators of the formation of a system of
knowledge, abilities and skills in students, we include the following: volume, completeness,
consistency, meaningfulness, strength, effectiveness and mobility.
4) stimulation of students' cognitive activity in the learning process, which allows students to
design their own learning activities, create a favorable emotional environment during these
activities, ensure emotional perception of educational material and facilitate memorization. In
addition, the fulfillment of this condition helps to organize purposeful and conscious activities
aimed at self-education and self-development.
5) Monitoring. Monitoring is a necessary condition for control. Based on the results of control,
the teacher can clarify the goals and content of the lesson, reconsider approaches to choosing
organizational forms and methods of teaching.
One of the main elements in the organizational - activity block is the element of management
activity, which includes the following stages: goal setting, information basis for training,
forecasting, decision-making, organization of implementation, communication, correction,
control and evaluation of results. The specified stages determine the implementation of the
corresponding management functions within the framework of managing the cognitive activity
of students: goal setting, information, prognostic, project, organizational, communicative,
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control-evaluation and corrective[6]. In addition, the following principles should be taken into
account when implementing management: - the principle of stability, which provides a system of
corrective effects, which, as a result, reduces it in case of deviation from the educational goals
(adaptation of the content of education, formulation of more predictable goals, clarification of
the management impact, their (impact) effectiveness, ensuring a clearer consistency of the
interaction between subjects, etc.); - the principle of convenience, which implies creating
maximum convenience for the creative manifestation of participants in mutual pedagogical
cooperation; - the principle of concentration, which implies the unification of the efforts of all
subjects to solve the main problems (cognitive, project, management) arising in the educational
process; - the principle of parallelism, which implies the implementation of several management
decisions at the same time in the conditions of pedagogical practice; - the principle of flexibility,
which is considered as the adaptation of management subjects and objects to each other and to
changing working conditions [1]. It is this management process that allows: - to ensure a single
direction of the efforts of all members of the educational process towards achieving a common
goal - the quality of education; - to create a mechanism of internal motivation for action -
motivation; - to ensure three aspects of management control: a) to ensure a clear definition of
goals that must be achieved at each specified time interval and based on plans developed in the
educational process; b) to measure what has been achieved for a certain period and compare
what has been achieved with the expected results; c) prepare to take measures to correct major
deviations from the original plan, if necessary.
The control and correction block includes the assessment and monitoring of learning outcomes
and their correction. The outcomes are assessed according to the quality indicators of teaching
the humanities at a technical higher educational institution, which include: – compliance of the
results obtained with the established educational goals; - educational motivation (the factors
influencing the formation of positive motives for learning should be understood as: - students'
awareness of the immediate and long-term educational goals; theoretical and practical
significance of the knowledge acquired; emotional form of presentation of scientific information;
content and novelty of scientific information in educational activities; - cognitive activity
associated with the desire to learn; - attitude to the subject being studied, determined by students'
interest in the educational process, efficiency and satisfaction. The effectiveness block of the
process of teaching the humanities in a higher educational institution involves the formation of a
system of knowledge, skills and abilities in the subject in students as a result of the application of
the pedagogical project, the development of personal qualities of general professional
significance. The educational process based on a pedagogical project has the property of integrity
and the formation of competencies, since all these components are interconnected and are aimed
at the final result - raising the quality of teaching the humanities in a higher educational
institution to a high level.
References
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