MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
151
MODEL FOR IMPROVING THE METHODOLOGICAL PREPARATION
OF FUTURE PRIMARY SCHOOL TEACHERS FOR INTEGRATIVE
TEACHING OF SUBJECTS
Fayzullaeva Kholida Akhmadjon qizi
PhD student at
Gulistan State University
Email: Xolida27@mail.ru
https://doi.org/10.5281/zenodo.15296048
Introduction
The processes of globalization, the rapid development of digital
technologies, and the implementation of new pedagogical approaches have
made the integration of subjects a key requirement in modern education. In
particular, integrative teaching in primary school helps students to perceive
knowledge holistically and fosters their thinking, analytical, and creative
abilities.
From this perspective, improving the methodological preparation of future
primary school teachers for integrative teaching is of vital importance.
Integrative teaching in primary education plays a significant role in ensuring the
continuous and harmonious acquisition of knowledge by young learners. It also
promotes understanding of interdisciplinary relationships and enhances critical
and creative thinking.
Today, the modernization of the education process, the implementation of
innovative pedagogical technologies, and the revision of curricula require high
methodological readiness from future teachers. Therefore, developing their
skills and competencies in integrative teaching has become one of the most
urgent tasks. The combination of various learning activities in the educational
process creates favorable conditions for the comprehensive development of
students’ abilities and personal needs
1
.
Purpose of the Research
To develop a model for improving the methodological preparation of future
primary school teachers for integrative teaching and to substantiate its
effectiveness in practice. Establishing interdisciplinary connections in the
educational process is one of the main requirements of modern pedagogy.
Especially in primary school, integrative approaches are crucial for shaping
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
152
students’ holistic thinking. However, to organize this process effectively, future
teachers must be sufficiently methodologically prepared.
Integrative teaching is a method aimed at establishing interrelationships
between various subjects, helping students to consolidate their knowledge and
understand interconnected concepts.
Advantages of integrative teaching include:
Ensures coherence of knowledge;
Develops independent and creative thinking;
Facilitates the application of practical knowledge;
Makes the learning process more engaging and effective.
Main types of integrative teaching in primary education:
Thematic integration – combining several subjects around one theme;
Methodological integration – combining teaching methods and approaches;
Technological integration – implementing modern pedagogical and ICT
tools.
1. Methodological Preparation of Primary School Teachers
The methodological preparation of a teacher includes:
Theoretical training – mastering knowledge about interdisciplinary
relationships;
Practice-oriented training – learning how to use integrative approaches;
Use of innovative technologies – organizing lessons through ICT tools.
Teachers must develop the following skills for effective integrative
teaching:
Identifying and applying interdisciplinary connections;
Designing integrative lesson scenarios;
Utilizing creative and innovative approaches.
2. A Model of Integrative Teaching
The model for integrative teaching for future teachers should be based on
the following principles:
Systematic approach – considering the interrelation of all subjects;
Scientific foundation – accounting for theoretical and practical aspects;
Active student participation – encouraging research and creative activity.
Research Tasks
1. Analyze the theoretical-methodological foundations of integrative
education;
2. Identify current problems in the training of future primary school
teachers;
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
153
3. Determine the factors forming methodological preparation;
4. Develop a model aimed at implementing integrative teaching;
5. Test the model through experimental work and analyze its effectiveness.
The proposed model includes the following stages:
1. Preparation stage – conducting training and seminars for teachers;
2. Experimental stage – piloting integrative teaching approaches;
3. Analysis stage – evaluating effectiveness and providing
recommendations.
4. Practical Research and Results
The formation of methodological preparation is based not only on acquiring
knowledge but also on using practical-pedagogical collaboration tools
2
.
Methodology and Research Methods
The study used pedagogical observation, diagnostic tests, surveys,
experiments, and statistical analysis. A six-month modular integrative training
was implemented with an experimental group.
Scientific methods used:
Analysis of scientific literature;
Diagnostic surveys and interviews;
Pedagogical observation and diagnosis;
Organizing experimental work;
Evaluating results based on quantitative and qualitative analysis.
The proposed model consists of 3 stages:
1. Preparatory stage – strengthening theoretical knowledge and
understanding interdisciplinary concepts;
2. Technological stage – using methodological manuals, practical training,
case analysis, and integrative lesson planning;
3. Reflective stage – evaluating activities, drawing conclusions, and
generalizing experiences.
Results of the Experimental Work
The experiment involved 4th-year students from three higher education
institutions. The experimental group showed a significant improvement in
integrative teaching knowledge and skills. According to the results, the level of
methodological readiness increased by 27–30%. Students developed
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
154
competencies in multidisciplinary approaches, lesson design, and establishing
meaningful subject connections.
Conclusion and Recommendations
The results of the research demonstrate that the proposed model for
improving the methodological preparation of future primary school teachers for
integrative teaching is effective. It can be integrated into the curricula of higher
education institutions. Additionally, implementing innovative approaches,
increasing practical activities, and strengthening interdisciplinary cooperation
are recommended.
References:
1. Abdullaeva M.Kh. Integrative Teaching Technology in Primary Grades. –
Tashkent: “Fan”, 2021. – 132 p.
2. Yuldasheva Z.A. Methodology of Teaching Based on Interdisciplinary
Integration in Primary Education. – Samarkand: SDU Publishing House, 2020. –
118 p.
3. Usmonkhodjaeva G.U. Methodology of Primary Education. – Tashkent:
“O‘qituvchi”, 2019. – 224 p.
4. Mirzayeva G.T. Theoretical and Practical Foundations of Organizing Education
Based on the Integrative Approach // Pedagogical Sciences. – 2022. – No. 1. – Pp.
45–49.
5. Vygotsky L.S. Thought and Language. – Cambridge: MIT Press.
6. Turayev B.Z. Formation of Professional Competence of Future Professionals in
Computer Science and Information Technology // European Journal of Research
and Reflection in Educational Sciences, Vol. 4, No. 2, 2016. – Pp. 29–35.
7. Zverev I.D., Maksimova V.N. Interdisciplinary Connections in the Modern
School. – Moscow: Pedagogy, 1981. – p. 26.
