ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
208
OPPORTUNITIES OF PEDAGOGICAL PRACTICE
IN PREPARING FUTURE TEACHERS FOR EDUCATIONAL ACTIVITIES
Vokhidova Norposhshakhan Khabibullayevna
Uzbekistan National Pedagogical University named after Nizami
Professor of the Department of Pedagogy, Doctor of Pedagogical Sciences.
Dadaxodjayeva Manoxon
Independent researcher.
https://doi.org/10.5281/zenodo.15625357
Abstract.
This article highlights the possibilities of using training in preparing future
teachers to organize educational activities based on improving teaching practice, and also
explains the place and role of training organized in preparation for teaching practice.
Key words
: teacher, opportunity, specialist, future teacher, educational activity, training,
goal, teaching practice, professional competence.
ВОЗМОЖНОСТИ ПЕДАГОГИЧЕСКОЙ ПРАКТИКИ В ПОДГОТОВКЕ БУДУЩИХ
УЧИТЕЛЕЙ К ВОСПИТАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ
Аннотация.
В данной статье освещены возможности использования тренингов
при подготовке будущих учителей к организatsiи воспитательной деятельности на
основе совершенствования педагогической практики, а также объяснено место и роль
тренингов, организуемых при подготовке к педагогической практике.
Ключевые слова:
педагог, возможность, специалист, будущий учитель,
образовательная
деятельность,
обучение,
цель,
педагогическая
практика,
профессиональная компетентность.
In the Law of the Republic of Uzbekistan “On Education”
1
dated August 7, 2020, one of
the main principles in the field of education is defined as the inculcation of national and
universal values in education and upbringing. The Decree No. PQ-3907 of the President of the
Republic of Uzbekistan dated August 14, 2018, “On measures to raise the spiritual, moral, and
physically healthy development of youth, and to bring the system of education and upbringing of
youth to a new qualitative level,”
2
as well as the Decree No. PF-60 dated January
3
28, 2022, “On
the development strategy of New Uzbekistan for 2022–2026,” emphasize the necessity of paying
special attention to educating youth as individuals who respect and are loyal to national and
universal values, and who are protected from foreign influences and harmful streams, having
firm confidence and outlook on life.
Pedagogical practice plays a special role in preparing future teachers for school activities.
The organization of pedagogical practice is carried out on the basis of the “Regulation on
the procedure for organizing qualification pedagogical practice for students of pedagogical
1
O‘zbekiston Respublikasi Prezidentining 2020 yil 23 sentyabrdagi O‘PQ-637 son qonuni. O‘zbekiston
Respublikasining “Ta’lim to‘g‘risida”gi Qonuni. – T.: O‘zbekiston, 2020.
2
O‘zbekiston Respublikasi Prezidentining 2018 yil 14 avgustdagi Yoshlarni ma’naviy-axloqiy va jismoniy
barkamol etib tarbiyalash, ularga ta’lim-tarbiya berish tizimini sifat jihatidan yangi bosqichga ko‘tarish chora-
tadbirlari to‘g‘risida PQ-3907-son qarori.
3
O‘zbekiston RespublikasI Prezidentining 2022 yil 20 noyabrdagi 2022 — 2026-yillarga mo‘ljallangan yangi
O‘zbekistonning taraqqiyot strategiyasi to‘g‘risida PF-60-son farmoni.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
209
educational programs,”
4
which defines the procedure for conducting qualification pedagogical
practice for undergraduate students of higher education institutions. The Regulation consists of
eight chapters and 32 articles: Chapter 1 – General Provisions; Chapter 2 – Organization of
Qualification Pedagogical Practice; Chapter 3 – Supervision of Qualification Pedagogical
Practice; Chapter 4 – Rights and Duties of Practice Students; Chapter 5 – Stages of Qualification
Pedagogical Practice; Chapter 6 – Completion of Qualification Pedagogical Practice; Chapter 7 –
Material Support; Chapter 8 – Final Provisions.
Based on this Regulation, future teachers are introduced to the schedule and program of
pedagogical practice, as well as instructions related to its goals, tasks, and content, regulatory
documents, and procedures for recording completed tasks in the pedagogical practice diary.
Pedagogical practice, which begins from the first year of study, is especially important in
preparing future teachers for professional activities.
5
During this process, they assimilate
theoretical and practical knowledge of their specialty and pedagogical subjects, learn, analyze,
and master initial work experiences related to educational activities.
A planned and systematic organization of qualification pedagogical practice equips future
teachers with the ability to perform pedagogical, methodological, and mentoring functions, as
well as skills and competencies related to organizing educational activities. This process should
be implemented based on the principles of continuity and systematization of didactics, helping
future teachers to develop skills for implementing moral, ethical, economic, ecological, aesthetic,
intellectual, physical, and labor education during educational activities.
The main goal of pedagogical practice is to effectively prepare future teachers for
professional activities, develop their subject-related knowledge and skills, and create sufficient
conditions for them to feel ready as modern intellectual pedagogues. This process includes the
following tasks: introducing future teachers to the educational institution, its pedagogical team,
work processes, and staff experience; familiarizing them with the content of lessons, clubs, and
spiritual-educational events; creating necessary conditions for mastering knowledge related to
organizing and conducting educational activities; developing skills for preparing and organizing
activities inside and outside the school and planning future activities.
The following principles are prioritized: the unity of theory and practice; continuity and
consistency of activity; unity of social and professional training; the decisive importance of
pedagogical situations; creative approach to the process; self-development of students in
professional activities; consideration of psychological and physiological characteristics;
monitoring of scientific innovations and results; reliance on advanced experience.
Self-education of future specialists before pedagogical practice is characterized by their
professional competencies:
4
“O‘zbekiston Respublikasi Oliy va o‘rta maxsus ta’lim, Xalq ta’lim va Maktabgacha ta’lim vazirliklarining 2019
yil “5” martdagi 10-q/q-13-4-son qarori ilovasi asosida Pedagogika ta’lim sohasi talabalarining malakaviy
pedagogik amaliyotini tashkil etish tartibi to‘g‘risida Muvaqqat nizom.”
5
Muslimov N.A., Usmonboeva M.H., Sayfurov D.M., To‘raev A.B. Innovatsion ta’lim texnologiyalari. – T., 2015.
– 208 b.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
210
Basic competence – mastering the essence of personal, social, and experiential
knowledge in accordance with the main goals of professional education;
General professional (pedagogical) competence – continuous improvement of
professional skills, independent preparation for pedagogical activities, high-quality fulfillment of
professional and pedagogical tasks, and realistic assessment of one’s work; ability to make
reasonable decisions in pedagogical conflicts and carry out correct activities;
Special (professional) competence – independent, consistent acquisition of new
knowledge and skills in their specialty; independent preparation for professional activities;
solving common professional problems and evaluating the results of their work; effectively
mastering modern didactic tools (technical means and teaching aids).
Organizing students’ activities during pedagogical practice is facilitated by their daily
activity plan, which includes the following sections:
I. Organizational work
II. Educational work (within subject areas)
III. Upbringing work
IV. Scientific research work (only for 4th-year students preparing graduation theses)
Additionally, pedagogical practice performs a number of functions: adaptive;
educational; upbringing (self-formation); developmental; and diagnostic. Each function has
special importance in preparing future teachers for pedagogical activities.
Adaptive function:
The main task of this function is to familiarize the student with the
school environment, adapt them to the educational process, and prepare them to enter
professional activities. During practice, the student adapts to the social-psychological
environment of the school, learns to work with the pedagogical team, and understands the
organizational and methodological aspects of teaching. At this stage, skills of self-identification
and behavior as a teacher are formed.
Educational function:
In the pedagogical practice process, the student learns not only
about the educational process but also about upbringing activities. Organizing moral, spiritual,
and cultural upbringing of students and helping them adapt to social life are important parts of
pedagogical work. The student understands the teacher’s role in upbringing through
extracurricular activities, working with parents, and conducting after-class educational activities,
increasing their interest in this field.
Upbringing (self-formation) function:
This function involves the formation of the
student’s personal qualities through pedagogical practice. Responsibility, discipline, initiative,
organizational skills, independent thinking, and communication skills are formed and developed
through practice. The student begins to feel themselves as a teacher and strengthens their
personal attitude toward the profession.
Developmental function:
During practice, the student applies theoretical knowledge in
practical activities, analyzes lessons, tests interactive methods, and develops their pedagogical
approach. This process contributes to the formation of creative thinking, pedagogical skill, and
professional reflection, thereby developing the student’s intellectual and professional potential.
Diagnostic function:
This function serves to develop skills in studying, observing,
assessing, and analyzing students’ individual and psychological characteristics.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
211
The student uses various diagnostic tools to determine students’ knowledge, skills, and
abilities, and plans and adapts their lessons accordingly.
Pedagogical practice is an essential stage in ensuring the professional preparation of
future teachers. Through it, students test theoretical knowledge in practice, form teaching-
specific competencies, and acquire skills in managing educational and upbringing processes.
Research results show that using training technologies during preparation for pedagogical
practice plays an important role in comprehensive professional preparation of students.
Specifically, trainings help effectively perform pedagogical
tasks,
develop
communication and problem-solving skills, ensure psychological stability, and foster
professional motivation among students.
This article analyzes the effectiveness of pedagogical practice organized based on
training methods, demonstrating positive results in improving future teachers’ readiness for
educational activities. The practice shows that the training approach not only improves the
quality of professional preparation but also strengthens students’ self-confidence, initiative, and
independent thinking.
Therefore, organizing pedagogical practice using modern methods, especially training
technologies, should be recognized as a priority direction in higher pedagogical education.
REFERENCES
1.
President of the Republic of Uzbekistan. Decree No. PQ-81 on measures to improve the
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2.
President of the Republic of Uzbekistan. Action Strategy on Five Priority Areas of
Development of the Republic of Uzbekistan until 2030. – Tashkent: Decree of the
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3.
Law of the Republic of Uzbekistan “On Education.” – Tashkent: Oliy Majlis of the
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