“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
150
PEDAGOGICAL TRAINING OF FUTURE TEACHERS THROUGH A
CLUSTER APPROACH DEVELOP SKILLS
Yuldosheva Gulira’no Zaripjon kizi
Tashkent University of Applied Sciences
Limited liability company foreign enterprise
Teacher of the Department of Theory and
Methodology of Primary Education
Abstract.
The development of pedagogical skills of future teachers through a
cluster approach is a pressing problem, and its effectiveness was analyzed in the study.
The cluster approach and innovative pedagogical technologies were used as a method.
According to the results, this approach has been proven to be effective in the formation
and strengthening of pedagogical competencies. As a scientific and practical
contribution,
the
author
has
developed
proposals
and
methodological
recommendations for developing pedagogical skills based on a cluster approach.
Keywords.
Cluster approach, pedagogy, pedagogical master's degree, education,
pedagogical technology.
Introduction.
Currently, reforming the education system of Uzbekistan and
training pedagogical personnel in accordance with modern requirements is one of the
priority tasks. As our President Shavkat Mirziyoyev noted, “Education and upbringing
are the most important areas in building a new Uzbekistan, and the qualifications and
skills of teachers are of decisive importance in this process.” Therefore, a number of
regulatory documents have been adopted to improve the quality of education and
develop the professional competencies of teachers.
Developing the pedagogical skills of future teachers is not only about acquiring
theoretical knowledge, but also about developing practical skills . Traditional
approaches fail to adequately develop the creative thinking, problem-solving skills, and
innovative teaching methods required of a modern teacher. Therefore, the use of
innovative methods in education, in particular the cluster approach, is a pressing issue.
What is the cluster method?
Cluster method
-
A specific form of
pedagogical and
didactic strategy that
helps learners create conditions for free, open thinking and free
expression of ideas on arbitrary problems (topics ) . This method requires identifying
a structure that allows for thinking about the connections between different ideas. The
cluster method is a form of
thinking that is not focused on a specific object
. Its use is
based on the working principle of the human brain. This
method
serves to ensure that
the thinking process is consistent until a specific topic is deeply and thoroughly
mastered by learners. [1]
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
151
refers to a system of activities that are united in a single field and are closely
interconnected. [2]
to study the mechanisms for developing pedagogical skills of future teachers
based on a cluster approach and to evaluate its effectiveness. To achieve this goal, the
following tasks were set:
- Identify the essence of the cluster approach and the features of its application in
the educational process;
- Assess the effectiveness of the cluster approach in developing the pedagogical
skills of future teachers;
- Develop methodological recommendations for the development of pedagogical
skills based on a cluster approach.
it serves to introduce effective pedagogical technologies in the process of training
teachers and improve the quality of education. The practical significance lies in the
possibility of applying the recommendations developed on the formation of
pedagogical skills based on a cluster approach in pedagogical higher education
institutions. In this regard, this study has important scientific and practical significance
for the development of pedagogical education.
Improving pedagogical skills leads to an increase in the experience of imparting
knowledge to students. Nowadays, educating students requires not only strong
knowledge but also high pedagogical skills.
Literature review.
The development of pedagogical skills of future teachers and
the use of a cluster approach in the educational process have become one of the
important research areas of pedagogical science in recent years. Improving the quality
of education, improving the professional skills of teachers and introducing modern
pedagogical technologies are among the main scientific problems in this area.
Therefore, scientific research in this area is related to the improvement of the
educational process and the introduction of innovative approaches.
The theoretical and practical foundations of the cluster approach in developing
the pedagogical skills of future teachers have been studied by Uzbek pedagogical
scientists in recent years. In particular, in the study conducted by Tokhtayeva N. (2021)
on the topic "Increasing the effectiveness of the cluster approach in the process of
training pedagogical personnel", the essence of the cluster education system and its
importance in increasing the professional potential of teachers were analyzed. In her
study, the author showed the possibilities of mutual cooperation, resource exchange,
and innovative activities between educational institutions organized on the basis of the
cluster model.
Also, in the monograph "Methodology for developing the professional training of
future teachers based on a cluster approach" by Sh. Xolbutaev (2022), scientifically
based recommendations are given on updating the content of education based on a
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
152
cluster approach and increasing the effectiveness of practical training. According to the
author, introducing a new approach to the educational process in line with the
requirements of the labor market through the cluster system will serve to increase the
quality of pedagogical personnel training.
Uzbekistan education in the system reforms also the teachers modern professional
preparation to the system to adapt directed to be , in this clustered approach efficiency
separately The cluster education model has a significant impact on the professional
development of teachers, increasing their opportunities for collaboration and
knowledge exchange (Hasanov, 2021). It has also been confirmed in many studies that
the quality and effectiveness of education can be increased using a cluster approach
(Porter, 2021). This model enhances the integration of the educational process and
expands the opportunities for educators to introduce innovative approaches
(Cambridge University Press, 2022).
Research shows that in addition to traditional approaches, active learning methods
should also be used to develop the pedagogical skills of future teachers. For example,
project-based learning, problem-based learning technologies , and integrated learning
methods are important in improving the professional skills of educators (Pellegrino &
Hilton, 2021).
Research methodology
. An educational cluster is one of the ways to organize
school infrastructure, and the institutions within it related to education are elements of
this infrastructure. The process of cluster formation is based on the exchange of
information about needs and technologies between partners. In the cluster approach,
there is an opportunity for all members of the cluster to freely exchange information
and quickly disseminate news using various communication tools . [3]
to study the effectiveness of the cluster approach in developing the pedagogical
skills of future teachers, is based on an analysis of the opinions, knowledge, and
practical experience of teachers working in general education schools in Tashkent and
students studying in the pedagogical field.
This study is based on an inductive approach, which aims to draw theoretical
conclusions by collecting and summarizing empirical data. Inductive methodology
helps to identify factors influencing the formation of pedagogical skills by analyzing
the behavior and results of the research object in real conditions.
includes experimental and observational research methods. This design allows us
to find answers to the main research questions, assess the impact of the cluster approach
on the quality of education , and develop strategies for developing teachers'
pedagogical skills. The study used quantitative (numerical) and qualitative (contextual)
data collection methods. The study was conducted in 5 general education schools and
1 pedagogical higher education institution in Tashkent . Data collection was carried
out using the following methods:
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
153
1. Questionnaire (survey survey)
- 100 teachers (primary, secondary and high school teachers)
- 20 undergraduate students in pedagogical studies
- 10 school principals and heads of educational and methodological departments
- The questionnaire asked questions about methods for developing pedagogical
skills, the impact of the cluster approach , and difficulties encountered in the teaching
process.
2. Interviews and focus group discussions.
- Interviews were conducted with 20 experienced teachers and education experts.
- The formation of pedagogical skills was studied by observing lesson processes
in schools where the cluster approach was used.
3. Experiment
and seminars were organized for a group of research participants (50 teachers)
based on a cluster approach .
- The pedagogical skills and effectiveness of these teachers in working with
students were measured through initial and final assessments.
Analysis and results. This study
analyzed the effectiveness of developing
pedagogical skills of future teachers through a cluster approach . The data collected
during the research conducted in 5 general education schools and 1 pedagogical higher
education institution in Tashkent were processed using various analysis methods and
the results were evaluated. The results of the study were analyzed in the following main
aspects . 1. Quantitative analysis (analysis of numerical data)
The results of the questionnaire were analyzed during the study.
Teachers' attitudes towards the cluster approach
- 78% of teachers who participated in the questionnaire highly appreciated the
effectiveness of the cluster approach in the pedagogical process.
- 15% of teachers noted that the cluster model is preferable to traditional teaching
methods.
- 7 % of participants said that it was difficult to use the cluster approach.
- Indicators of pedagogical skill development
- The teaching efficiency of teachers in the experimental group increased by 25%
(based on the results of assessments before and after the experiment).
- It was observed that the interactive methods used by teachers in working with
students increased by 31%.
- 90% of teachers who participated in trainings and seminars felt that their
pedagogical competencies had increased.
2. Qualitative analysis (interview and focus group results)
Based on interviews with 20 experienced teachers and education experts, the
following conclusions were identified:
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
154
- The cluster approach has created opportunities for school teachers to jointly
develop and share educational resources.
- Teachers had the opportunity to exchange experiences through the cluster
system, which helped them master innovative methods faster.
- Students studying in the pedagogical direction stated that they felt the
effectiveness of the cluster method more during the internship.
3. Experimental results
The results of the training and seminars conducted experimentally showed the
following analyses:
- Before the training, 50% of participants did not have a sufficient understanding
of the cluster approach.
- After training, this figure reached 85%.
in using innovative pedagogical technologies increased by 28%.
- The results of the evaluation of the lessons before and after the experiment
showed that students' interest and participation in the lesson increased by 17%.
4. Results of statistical analysis
The results obtained through various statistical models during the study:
- Based on Pearson correlation analysis, an indicator of 0.72 (highly positive
correlation) was determined between the cluster approach and teachers' pedagogical
skills.
According to the results of regression analysis , it was found that the use of a
cluster approach can have a 48% impact on pedagogical effectiveness.
- T-test results showed that the pedagogical ratings of teachers who taught using
the cluster approach were significantly higher than those of teachers who worked using
the traditional method .
Conclusions and recommendations
. The cluster, as a unique approach to
education, not only creates conditions for lifelong learning, but also helps to restore
existing and promising connections between components that ensure the continuity of
education. [4]
The results of this study showed that the cluster approach is one of the effective
methods for developing the pedagogical skills of future teachers. The empirical
research conducted, including questionnaires, interviews , and experimental analyses,
led to the following main conclusions:
- The cluster approach creates opportunities for collaboration among teachers,
exchange of experiences , and faster mastery of innovative pedagogical technologies.
The training and seminars organized to develop pedagogical skills had a
significant impact on increasing the knowledge and skills of the participants.
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
155
- The results of the experiment confirmed that teachers trained using the cluster
approach had increased teaching efficiency, and students had higher interest and
participation in the lesson.
- Based on statistical analysis, it was determined that the cluster approach has a
high impact on the pedagogical competence of teachers (correlation coefficient 0.72,
the level of impact according to the results of regression analysis is 48%).
and subject of the innovative cluster approach to the pedagogical education
process , in the current conditions, the expected effect will be achieved only if the
traditional activities of the teacher and educator are combined with the educational
process, its structural aspects, cultural, educational and managerial activities. [5]
Based on the research results, the following suggestions can be put forward:
1. Improving the system of teacher training based on a cluster approach
Development and implementation of special curricula on the use of a cluster
approach in pedagogical higher education institutions .
- Organize internship programs for students on a cluster basis, where they should
have the opportunity to work with mentor teachers in schools .
2. Develop professional development programs for teachers
Organizing special courses and trainings for teachers that include cluster
methodology .
Involve teachers in the creation and exchange of methodological materials within
the cluster .
3. Expanding research and development
- Continue academic research to study the impact of the cluster approach on the
educational process.
- Study and implement advanced foreign experiences on the cluster approach to
improve the quality and efficiency of education.
4. Strengthening cooperation between schools and higher education institutions
Establish a system of exchange of experience between pedagogical universities
and schools.
- Using the scientific potential of universities to introduce innovative teaching
methods in schools.
5. Strengthening support mechanisms at the state level
- Development of legal and organizational mechanisms for the development of a
cluster approach, based on the decisions and strategies of the President of the Republic
of Uzbekistan in the field of education.
Establish a system of material and moral incentives for schools that have
implemented the cluster model .
Training a future teacher to manage project clusters is a purposeful joint activity
of subjects in a specially created project-educational environment of the university,
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-84, Issue-1, June -2025
156
which ensures the formation of the student's readiness for independent systematization
of resources and the implementation of effective network interaction in the
development of an educational project based on the automation of information
collection, processing and transmission. [6]
The results of this study show that measures taken to develop pedagogical skills
through a cluster approach have a positive impact on the professional development of
teachers. Therefore, the systematic implementation and further improvement of this
approach will contribute to improving the quality of education.
References:
1.
https://uz.wikipedia.org/wiki/Cluster_method
2.
Khayrullayeva Zarnigor. Formation of artistic aesthetics in teachers based on a
cluster approach. Scientific Progress. 2021. 284-287
3.
Umirjonova Marjonabonu. Educational cluster and its essence. Innovation
Academy. 2022. 24-26 p.
4.
Umid Khojamdkulov. Pedagogical education cluster as a scientific and pedagogical
problem. Pedagogical education cluster: problems and solutions. 331-340b
5.
Polatov Shukur . Principles and goals of pedagogical education in the cluster
approach of educational organizations . Educational and innovative research. 2023.
167-170b
6.
Tatyana Elena Pavlova. Podgotovka budushchikh pedagogov k upravleniyu
proektnymi clusterami. Dissertation. 2017
