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THE CONCEPT OF PEDAGOGICAL SKILL AND ITS ROLE AND
IMPORTANCE IN THE PROFESSIONAL ACTIVITY OF THE TEACHER
Lieutenant Colonel Kenzhabay Sarsanbaevich Beysenov
Instructor at the Faculty of Professional Training, Institute for Advanced Studies
Special Subjects Cycle
+998988 339 7071
Annotation: This article provides scientifically-based suggestions and
recommendations on the concept of pedagogical skill and its role and significance in
the professional activities of the teacher.
Keywords: pedagogical technology, skill, pedagogical skill, intelligence,
educational process, education, upbringing, science, professionogram.
"Pedagogical skill" holds a significant position in the system of pedagogical
and psychological sciences. This is because "pedagogical skill" is a science about
managing pedagogical activities with expertise. Therefore, in order for a teacher-
educator to be proficient in pedagogical skill, they must have pedagogical-
psychological training, a deep understanding of the essence and content of educational
concepts, education, and upbringing, as well as personal psychology, i.e., the
biological features of a person (nervous system, temperament, abilities, character
traits), cognitive processes (sensation, perception, attention, memory, thinking),
emotional and volitional traits (feelings, emotions), social-conditioned features
(needs, interests), and acquired qualities such as knowledge, skills, competencies, and
habits. A course in pedagogical skill would teach how to apply these elements based
on their place and characteristics. Based on this, it creates the necessary conditions to
organize the educational and upbringing process correctly and use the opportunities
for mastering it effectively. From this point of view, pedagogical skill opens the way
for listeners to quickly and easily master the professional field. Indeed, pedagogical
skill is the product that ensures the clarity of the goal and the coherence between the
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subject and the object. However, its formation and improvement is a complex and
lengthy process. This process requires the teacher-educator to deeply understand
pedagogical-psychological theories, regularly study pedagogical information with
attention, and apply existing theoretical and practical pedagogical achievements in
their activities. Every teacher who strives to learn the secrets of professional skill must
first aim to possess the necessary pedagogical knowledge, skills, competencies, and
information. They should strive to have a clear understanding of all aspects of the
work they are performing, assess the results, and understand the essence of any
mistakes or shortcomings made. These processes are, of course, carried out through
activity. Therefore, the teacher's pedagogical activity plays a key role in mastering
pedagogical skill.
So, what exactly is pedagogical skill? How can it be achieved? Pedagogical
skill is a quality that defines the personal (such as kindness, generosity, humaneness,
compassion, etc.) and professional (such as knowledge, intelligence, dedication,
creativity, erudition, etc.) virtues of a teacher-educator. It manifests in the deep and
comprehensive knowledge of their subject, pedagogical-psychological and
methodological preparation, and in searching for and applying optimal ways of
teaching, educating, and developing students in their practical activities. Thus, to
possess pedagogical skill, a teacher must be knowledgeable about their subject based
on current demands, master the sciences of pedagogy, psychology, and methodology,
and strive to cultivate humanity and dedication within themselves. It is important to
note that the teaching profession is complex and challenging. The difficulty and
complexity of this profession are defined by the fact that it constantly involves
interaction with a living, conscious being. A conscious and living being is always
developing both mentally, emotionally, and physically. Therefore, communication
with the teacher, influencing them, and requiring a deep understanding of psychology
and educational theory are necessary. This emphasizes the need for the teacher to have
pedagogical-psychological training.
Pedagogical skill is formed in the content of pedagogical activity, consisting
of professional and personal preparation, and is related to the profession of individuals
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who are responsible for preparing future generations for work and life in front of the
state and society. Therefore, a teacher must possess both personal and professional
virtues. The personal virtues of a teacher include their faith, worldview, social needs
and activity, ethics, sense of civic duties, spirituality, charm, demand for quality,
firmness, goal-orientation, humaneness, legal knowledge, and others.
The professional characteristics of a teacher include: a love for their
profession and children; sharpness, quick-wittedness, composure, pedagogical
delicacy, imagination, ability, organizational skills, deep and broad scientific
knowledge, professional competence, moral needs and interests, intelligence, the
ability to understand innovation, striving to continuously improve professional
knowledge, and other virtues.
Based on this, a professional professionogram conditionally includes the
following components: the teacher's preparation in personal virtues; the teacher's
psychological-pedagogical preparation; the teacher's social-pedagogical and
scientific-theoretical preparation.
Thus, pedagogical skill is a reflection of the teacher's personal and
professional qualities and is the sum of their pedagogical-psychological knowledge.
To become a highly skilled educator, one must: have a thorough knowledge of their
subject in line with the level of contemporary science, technology, and educational
progress, and ensure its relevance within the context of the subjects they teach;
possess fundamental pedagogical-psychological and methodological knowledge to
properly organize the teaching and upbringing process; be able to "see" the student
and the group, understand their interests, aspirations, and the difficulties they
encounter, and recognize these in a timely manner; with sharp insight, understand
each child’s character, traits, abilities, and will, and know the forms, methods, and
tools to effectively influence them; and have the ability to improve their own personal
qualities (voice, organizational skills, artistic needs, taste, etc.)
1
.
1
https://n.ziyouz.com/books/kollej_va_otm_darsliklari/pedagogika/Pedagogik%20mahorat%20(A.Xoliqov).pdf?ysclid
=m3tz169wqp580497008
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The teacher of our independent Republic must possess high moral and ethical
virtues, cultural conduct, and a strong belief in the National Independence ideology.
Indeed, a teacher-educator can only be truly kind and generous toward students and
earn the respect of everyone if they have high moral values, ethical conduct, and
cultural manners. To achieve this, they must be intelligent, generous, firm,
determined, open-minded, demanding of themselves and the children, and at the same
time, kind, compassionate, and capable of critically assessing themselves.
In this context, it is important to acknowledge that pedagogical skill is a
science about the professional and personal qualities of a teacher-educator. In fact,
scholars like Y.P. Azarov, T.I. Gonobolin, A.K. Kuzmina, O.A. Abdulina, V.A.
Zamakhshariy, Burkhoniddin Zarndujiy, Abu Nasr Farabi, Ibn Sina, Yusuf Khos
Khojib, A. Navoi, M. Ochilov, K. Zaripov, V.A. Krutetsky, J. Yuldoshev, E. Ghaziev,
U. Makhkamov, and others have emphasized that in addition to being knowledgeable
in their subject, teachers must also be humane, democratic, advocates of national
education, and emdiv both personal and professional qualities as complete
individuals.
The characteristics of pedagogical specialization have been developed by B.
Muratov and M. Ochilov, and are reflected in the teacher's professionogram. This
professionogram primarily notes that the personal and professional qualities consist
of human virtues, knowledge, constructive, organizational, communicative, practical
skills, and competencies.
In the system of personal qualities, the following virtues should be present:
national ideological awareness; national politeness; wisdom; refined taste; loyalty and
conscientiousness to the profession; initiative; childlikeness; demand for quality;
justice; pedagogical ethics; entrepreneurship, firmness; the ability to control oneself
in any situation; intercultural communication skills; observance; sincerity;
resourcefulness; confidence in the future; courtesy; and other similar virtues.
In the system of professional qualities, the following should be present:
pedagogical insight; a deep understanding of the essence and content of national
education; a profound scientific and theoretical potential; pedagogical creativity;
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mastery of the educational opportunities of the subject; awareness of the internal and
external policies of the President of Uzbekistan; a good understanding of the
traditions, values, and customs of the Uzbek people; knowledge of politics, history,
culture, spirituality, literature, art, ethics, law, local studies, and technical
information; and knowledge in ethnopedagogy and ethnopsychology, among others
2
.
Future educators must possess the personal and professional qualities
mentioned above, which are essential for preparing them for the activities of national
pedagogy. This will help in becoming skilled professionals and in meeting the
requirements of national training programs for personnel.
In this process, it is of great importance for a teacher to be familiar with and
apply advanced, modern forms, methods, and approaches to education and
upbringing, which enhance the effectiveness of pedagogical labor. These methods
include: first, educational and pedagogical activity, which involves a deep,
comprehensive knowledge of the content of the subject, as well as pedagogical and
psychological general preparedness; second, personal activity, which requires a
positive attitude toward oneself, one's work, colleagues, students, and parents; self-
assessment, demonstrating one's position, enhancing independent knowledge, self-
improvement, striving for innovation, and having emotional (enthusiastic)
engagement capabilities; third, social-pedagogical activity, which involves the
development of knowledge, skills, and competencies in organizing extracurricular
spiritual and educational events, the ability to involve students in various socially
beneficial activities, and the capacity to stimulate their interest and curiosity in
different activities; fourth, being informed, which involves the ability of the teacher
to assimilate and share information about the latest pedagogical-psychological
developments with colleagues, the community, and the broader environment.
These methods are ways to develop and improve pedagogical skill. Therefore,
it is essential to deeply understand their essence and content. According to
experiences, observations, and scientific-theoretical teachings, the methods of
2
Қаранг; Қуронов М., Муранов Б. Миллий дастур ўқитувчи профессиограммасида - “Халқ таълими”, 1998, 1 –
сон, 42-45 бетлар; Педагогика. Мунавваров А.К. тахрири остида – Т.: “Ўқитувчи” , 1996, 52 – 61 бетлар.
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shaping and improving professional skills outlined above create many opportunities
for the future educator to become a skilled teacher and master of their profession.
They also serve as a program to improve the effectiveness of teaching and upbringing.
Additionally, it is crucial not to overlook the need to optimally define the
conditions for improving the teacher's professional skills. Indeed, any idea or tool that
has been accumulated by humans and is considered advanced at a given time can
become outdated over time, which is a real fact. Based on this, the teacher must
cultivate creativity within themselves and be capable of reworking any event, new
method, or tool in their creative workshop.
Teaching children to think freely, to be proactive, and to create is also one of
the characteristics of pedagogical skill. Therefore, a young teacher—who is
advancing toward the stages of pedagogical skill—must master the theoretical and
methodological foundations of pedagogical skill, understand the goals and objectives,
essence and content, and deeply learn the ways to develop and improve it.
A teacher aspiring to the stages of pedagogical skill, as emphasized by
Professor A.K. Markova, must be knowledgeable about the key components of
pedagogical communication, including its objectives, tools, and methods, and should
act based on them. The tasks of pedagogical communication include exchanging ideas
to provide new information or review existing information, mutual understanding and
knowledge between the teacher and students, correcting and managing each other's
behavior, helping to unlock the potential of each participant in the communication,
creating conditions for using those possibilities, and solving the tasks they face.
Additionally, the participants in the communication have the right to think
independently, and ultimately, the participants should be satisfied with each other’s
contributions, while the teacher’s personal opinion should align with pedagogical
goals.
The methods of pedagogical communication, depending on their essence, can
be authoritarian, democratic, or liberal. Their tools include organizational, evaluative,
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and disciplinary methods. If the teacher is deeply familiar with each of these methods'
essence, they will be able to apply them effectively in their practice
3
.
The improvement of a teacher's professional skills and the organization of
their continuous professional development are carried out during the pre-course,
course, and post-course stages. The main task of a teacher's professional preparation
before attending professional development courses is to identify the teacher's
theoretical, methodological, and practical readiness, interest, needs, and difficulties.
It is necessary to organize the diagnostic identification of the teacher's needs and the
level of difficulties they face. The diagnostic analysis involves a comprehensive and
in-depth study and evaluation of the results of pedagogical work. In this process, the
educational institution's leader must first identify the issues the teacher struggles with
or feels the need for and develop an action plan to provide practical assistance to the
teacher before the professional development courses.
For example, if the teacher is struggling or feels the need to understand the
methodological, scientific-theoretical foundations of their subject or the modern
objectives and tasks of education and how to implement them, the school leader
should organize methodological councils, pedagogical councils, and specialized
seminars at the school. In these meetings, topics such as “The Structure of Scientific
Knowledge,” “Current Issues in Education and Teaching,” “Modeling in Education,”
“Modern Lessons,” “Ways to Achieve the Three Didactic Goals of a Lesson,” and
other related subjects could be discussed.
In a teacher's activity, the ability to direct students' learning activities clearly,
set specific tasks, monitor progress, interact with both groups and individuals, ask
questions, and manage their mood, gestures, mimicry, and voice are all observed. This
indicates that such teachers have mastered pedagogical technique. They have clearly
developed their skills and possess the ability to apply these skills in various situations.
The teacher's speech plays a crucial role in the perception of educational
material. According to people's opinions, 1-2% of students' ability to understand and
internalize learning material depends on the teacher’s speech and the correct
3
Сайидахмедов Н.С. Педагогик махорат ва педагогик технология. – Тошкент, 2003
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pronunciation of their words. Children are highly observant of the teacher's speech
and manner of speaking. If the teacher mispronounces words, students will mock or
laugh at them, but a teacher who speaks in a low tone makes the lesson boring for the
students, while speaking too loudly, as if shouting in normal conversation, tires and
annoys them. Students lose interest in learning from such teachers. Therefore, a
teacher should speak clearly, express their thoughts and feelings in an impactful way,
and possess the skills to express their ideas in words effectively and understandably.
Teachers who speak beautifully, correctly, and expressively are able to convey their
thoughts quickly and effectively to the students' minds. This creates greater
opportunities for students to master learning material. Students eagerly look forward
to lessons with such teachers.
In fact, well-known broadcasters like Qodir Maksumov, Mirzohid Rahimov,
and Ukhtam Jobirov, as well as Levitan, have become beloved figures in the hearts of
the people for a reason. Therefore, teachers must constantly work on their speech,
making their words beautiful, meaningful, and impactful, practicing voice
modulation, strong tones, and diction, and always improving their vocal range.
The rhythm of the voice is also of great importance when presenting learning
material in a clear, accurate, understandable, and expressive manner. Scientific
research shows that Russians pronounce 120 words per minute, English speakers
between 120 and 150, and French speakers about 110 words. For the average listener
to understand, the teacher should pronounce around 60 words in a group of 5-6
students, and 75-80 words in a group of 9-11 students. If a teacher expresses their
speech in a concise, accurate, thorough, and beautiful manner, it will be much clearer
to the students and will stay with them for a long time.
In the system of controlling one's actions, the ability to manage one’s
emotional state is of great importance for a teacher. The teacher must be able to
control their emotions during interactions, be serious, hopeful, and maintain a friendly
and positive mood. As A. Makarenko said, "An educator must know how to organize,
walk, joke, be cheerful or angry. They must behave in such a way that every action of
theirs educates and teaches."
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A teacher with such a skill can monitor themselves, nurture a healthy nervous
system throughout their career, and avoid becoming nervous, emotionally stressed, or
mentally exhausted. When controlling their actions and emotional state, a teacher
should develop the following qualities: cultivating kindness and optimism,
controlling their behavior (muscle tension, movements, speech tempo, and regulating
breathing), taking breaks during their activities (creating lyrical, musical, humorous,
or physical pauses), and avoiding negative self-influence.
To improve teaching effectiveness and have a positive, educational impact, a
teacher must also possess acting and directing skills. When characterizing specific
topics, images, or historical figures, acting skills are necessary, while directing skills
are essential when nurturing those characteristics in students. These skills, in addition
to influencing the intellectual abilities of students, also help the teacher impact their
emotional feelings and foster a positive emotional relationship with knowledge. By
doing so, the teacher helps students develop a more valuable attitude toward learning.
Thus, if a teacher cultivates the pedagogical technique skills mentioned above,
they will achieve success in teaching, educating, and helping students grow as
individuals.
It is widely acknowledged that not every person with expertise can become a
skilled teacher and a true mentor. Besides the unique psychological characteristics of
the teaching profession, this profession also requires the acquisition of a specific
moral ideology. Unlike specialists in other fields, this profession demands exceptional
qualities such as the use of proper language, friendly relations, and a love for people
and youth. Of course, these and many other personal characteristics of a real teacher
are not innate, but a future teacher, from the day they begin their work with
enthusiasm for teaching, can develop these qualities with agility, given the right
abilities and opportunities. Unfortunately, the pedagogy institute does not provide
these, unless such traits exist in the child in the form of latent forces. In a pedagogical
environment, however, these can form into specific pedagogical skills and abilities
based on these potential qualities.
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For a future teacher, methodological culture is very important. In order to
master this educational process, the young teacher needs to acquire specific
knowledge and skills. They must make extensive use of educational manuals such as
"Teaching Methodology for Teachers," "Foreign Language (Physics, Chemistry, and
other subjects) as a Teaching Subject," "Methods of Teaching Specialized Subjects,"
and "Using Teaching Technology Tools in Education."
Acquaintance with research on pedagogical issues and the history of
methodology, as well as reading literature such as "Foundations of Professional
Creativity" and "Lesson Technology," will greatly assist the teacher.
In order for the future teacher to master research culture, they will need to
engage in serious scientific-methodical inquiry. Specially organized courses on
"Scientific Research Work" will teach them many things. During this educational
process, they will listen to lectures on topics such as "Teacher-Researcher," the basics
of independent scientific work, methods of scientific knowledge, the process of
scientific inquiry, scientific thinking, "The Unique Characteristics of Pedagogical
Research," "The Basics of Generalizing Advanced Experiences," and "Scientific
Debate."
In conclusion, it is evident that a teacher's professional culture is a
multifaceted educational process that develops in conjunction with each other.
Pedagogical skill and moral-spiritual development are important conditions for the
teacher's cultural growth, which strongly influences the development of various
aspects of teaching culture. Through such activities, the following results can be
achieved:
An inclination towards the world of culture, helping the teacher develop
their moral image.
Further development of the teacher’s pedagogical skills in both subject
lessons and extracurricular activities.
Assistance in developing the young teacher’s creative abilities and
romantic feelings as part of their cultural and aesthetic activities.
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Beautiful feelings, a sense of refinement, and conscious aesthetic
influence transform into the teacher's moral and cultural wealth.
Pedagogical professional culture plays an essential didactic role in
fostering moral-aesthetic feelings, taste, and perception in the teacher’s personality.
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