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BASIS OF PREPARING FUTURE MEDICAL EDUCATORS FOR PROFESSIONAL
ACTIVITY
Nosirov Nodirbek Valijonovich
Doctor of philosophy in pedagogical sciences, PhD
Senior lecturer, Fergana Medical institute of public health.
https://doi.org/10.5281/zenodo.17646976
Annotation.
This article examines the pedagogical foundations necessary for the
orientation of future medical educators to their professional activities. It emphasizes the
importance of practical experience, theoretical knowledge and reflective practice in the
formation of professional skills of future medical educators. It examines the foundations of
developing effective strategies for improving the orientation and professional training of future
medical educators.
Keywords:
pedagogical foundations, teacher orientation, professional activity, teacher
training, reflective practice, educational development, educational methodology.
Introduction.
Orientation of future medical educators to their professional activities As
society's expectations for teachers increase, there is a need for comprehensive training that
provides them with theoretical knowledge and practical skills. The pedagogical frameworks that
support this orientation play a crucial role in shaping the competence and effectiveness of
teachers.
This article aims to examine these frameworks and their implications for programs that
prepare future medical educators for professional practice.
Research methodology.
A mixed-methods approach was used to examine the
pedagogical frameworks for the orientation of future medical educators to professional practice.
Quantitative data were collected through surveys of current education students and recent
graduates. Qualitative insights were gathered through focus groups and interviews with
experienced teachers. The combination of these methods allowed for a nuanced understanding of
the challenges and successes that future teachers face in their professional orientation.
Analysis and results.
The pedagogical frameworks for the orientation of future medical
educators to professional practice include several key components. Here are some important
aspects to consider:
Philosophical frameworks.
- Educational philosophy: Understanding different educational philosophies helps future
teachers develop their teaching beliefs and practices.
- Humanistic approach: Emphasizing the importance of the learner as an individual,
focusing on their potential and developing critical thinking skills.
Psychological foundations.
- Developmental psychology: Understanding the stages of cognitive and emotional
development is essential to understanding how learners learn and develop.
- Motivational theories: Familiarity with theories such as Maslow’s Hierarchy of Needs
or Self-Determination Theory can help create a motivating learning environment.
Sociocultural foundations.
- Cultural competence: Understanding different cultures and communities to create
inclusive classrooms.
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- Social learning theory: Recognizing the impact of social interactions on learning and
behavior, encouraging a collaborative learning environment.
Educational foundations.
- Curriculum design: Learn to develop and implement effective curricula that meet the
needs of all learners.
- Assessment practice: Learn to use formative and summative assessments to assess
student learning and improve teaching practices.
Pedagogical strategies.
- Active learning: Engage students through interactive teaching methods, such as group
work, discussions, and hands-on activities.
- Differentiated instruction: Adapt instruction to meet the needs of diverse learning styles,
abilities, and interests.
Professional development.
- Reflective practice: Encourage future teachers to reflect on their teaching experiences to
support continuous improvement.
- Lifelong learning: Embrace the importance of ongoing professional development to stay
current with educational research and practice.
Ethical foundations.
- Professional ethics: Understand the ethical obligations of teachers, including equity,
integrity, and respect for students.
- Advocacy: Encourage future teachers to advocate for their students and the profession.
Technological foundations.
- Technology Integration: Learn how to effectively incorporate technology into teaching
to enhance the learning experience.
- Digital literacy: Understand the importance of digital skills for teachers and students in
a technology-driven world.
By basing their professional direction on these pedagogical foundations, future medical
educators can develop a comprehensive understanding of their roles and responsibilities. This
comprehensive approach not only prepares them to teach effectively, but also allows them to
have a positive impact on their students and the educational community at large.
The results suggest that effective professional orientation of future medical educators
depends on a balanced integration of theoretical knowledge and practical experience.
Furthermore, reflective practices emerge as an important element in developing
professional growth and adaptability. The findings suggest that mentoring programs can bridge
the gap between theoretical education and real-world application, thereby increasing the
readiness of future teachers to face professional challenges.
Conclusion. In conclusion, the pedagogical framework for professional orientation of
future medical educators should prioritize an integrated approach that includes experiential
learning, reflective practice, and mentoring. To improve professional orientation programs for
future medical educators, institutions are recommended to:
Incorporate practical experiences into the curriculum to build confidence and
competence. Reflective practice should be encouraged through structured feedback and self-
assessment. Develop mentoring programs that connect students with experienced teachers.
Continuously evaluate and adapt curricula based on emerging educational trends and
research findings.
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By implementing these suggestions, teacher education programs can better equip future
teachers for the demands of their profession and ultimately lead to improved learning outcomes
for students.
List of used literature (references)
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