ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
306
RESEARCH METHODS OF PROFESSIONAL PEDAGOGY
Guzerbaev Asılbek Abaevich
Head of the Department of "Pedagogy and Psychology" of Karakalpak State University named
after Berdak
https://doi.org/10.5281/zenodo.10353300
Abstract.
This article briefly touches on the general aspects of the methodology. In the
dictionaries, methodology is given as a teaching about the scientific method of knowledge, as a
teaching about the principles and ways of organizing theoretical and practical activities, about
the methods used in this or that discipline,
Key words:
pedagogy, method, dialectic, analysis, theory, teaching, questionnaire method.
МЕТОДЫ ИССЛЕДОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ПЕДАГОГИКИ
Аннотация.
В данной статье кратко затронуты общие аспекты методики. В
словарях методология дается как учение о научном методе познания, как учение о
принципах и способах организации теоретической и практической деятельности, о
методах, используемых в той или иной дисциплине,
Ключевые слова:
педагогика, метод, диалектика, анализ, теория, обучение,
анкетный метод.
Without mastering the methodological foundations of any science, it is impossible to
understand the essence of the field of scientific knowledge of this science and its practical
application. Let's briefly touch on the general conditions of scientific methodology. In dictionaries,
methodology is defined as a teaching about the scientific method of knowledge, as a teaching about
the principles and ways of organizing theoretical and practical activities, as a set of methods used
in one or another discipline. explained. There is a philosophical and special scientific level of
methodology. The highest level of science methodology is philosophy. As we know, dialectical
materialism was adopted as the philosophical basis of science education during the former Shura
regime. Therefore, many experts believe that dialectics is the philosophical foundation of social,
humanitarian and natural sciences. According to them, the rules of dialectics are common to the
educational and training processes in the entire pedagogical system. Therefore, the necessary
philosophical theories are interconnected with any science. In philosophy, ideas and principles,
laws and regularities, concepts and categories are accepted as attributes of science. Among the
ideas of dialectical materialism, we will consider the principles of determinism, that is, the
interrelationship and development of events. The principle of development in pedagogy means
that the pedagogical process is a social and complex phenomenon consisting of educational and
training processes. It includes all components: the needs of society and the goal of education,
pedagogue and students, the material to be mastered and the ways of its transmission, training
under the guidance of the teacher and independent work of students, educational and educational
work. there is a correlation. Thus, the methodology of pedagogy is based on the philosophical and
special scientific methodological levels of science. All levels of the methodology are
interconnected and interdependent, forming a system. It is necessary for a teacher to know the
essence of the methodology of pedagogy in order to effectively organize and manage the
educational process. Any science can develop only if it is filled with new knowledge. The
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
307
objectivity of obtaining knowledge depends on the choice of research methodology. Methodology
(from Greek. methodos — theory, doctrine, way of knowing or research and logos — word,
concept): 1) a system of principles and ways of building and organizing practical and theoretical
activities; 2) teaching about the scientific method of knowledge; 3) means a set of methods used
in one or another science. The methodology of the science of pedagogy is a teaching about the
forms, methods and principles of changing pedagogical existence and knowledge processes. The
science methodology describes the components of research, forms ideas about the sequence and
stages of actions in the process of solving research tasks, describes the set of methods and tools of
research, its tasks, the object and subject of research. General theoretical methods in the
organization of pedagogical research: analysis, synthesis, comparison, induction, deduction,
abstraction, generalization, concretization, modeling; sociological methods: questionnaire,
interview, rating; social psychological methods: sociometry, test, training; mathematical methods.
Pedagogical research methods are divided into theoretical and practical (empirical) types.
Theoretical methods of research require the systematization, expansion, and determination of
scientific facts, explain and interpret phenomena in advance, increase the reliability of obtained
results, move from abstract to concrete knowledge, establish connections between different
concepts and hypotheses, and distinguish between primary and secondary ones. We describe some
theoretical methods. Analysis is the separation of phenomena into separate qualities and
characteristics, that is, the study of a whole phenomenon or process is mentally divided into
component parts. The phenomenon under study can be analyzed from different aspects.
Comprehensive analysis represents an in-depth analysis of the essence of the phenomenon.
Synthesis is the creation of a whole by combining the properties and qualities of the phenomenon.
Synthesis is not only a quantitative collection, but also a meaningful connection. If events are
simply connected, then systematic relationships are not formed. Analysis and synthesis are
inextricably linked in any research. Comparison - establishing similarities and differences between
the studied phenomena. When comparing, it depends on the goal to determine the basis of
comparison, that is, the criteria. In order to compare the phenomena with each other, it is necessary
to distinguish their main features. The component of comparison is always analysis, and in some
cases synthesis is also used. Generalization - separation of common aspects of events and
processes. Summary of research. As a result of comparing the phenomena with each other, the
researcher finds the common aspects of the phenomena and unites them into one ideological group
based on it. Modeling is the study of phenomena and processes using real and ideal models.
Induction, deduction are logical methods summarizing information obtained by practical methods.
The inductive method means going from specific thoughts to general conclusions, and the
deductive method means drawing specific conclusions from the general. Empirical (practical)
methods of research include: data collection and collection methods (observation, interview,
questionnaire, test); control and measurement methods; data processing methods (mathematical,
statistical, graphic, tabular; assessment methods (self-assessment, rating); methods of applying
research results in pedagogical practice (experiment, experiential education, large-scale
application) and b. Let's consider some methods. Observation is a purposeful, systematic study of
specific pedagogical phenomena. Observation is widely used in the science of pedagogy. As the
main method of collecting scientific materials, observation is an auxiliary method in some cases.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
308
Observation itself Along with observation, an ancient research method is felt. Observation as a
research method has a number of characteristics:
- the direction of observation; - analytical nature of observation; - the transmitter separates
from the general picture its separate aspects, elements, connections, which are evaluated, analyzed,
explained; - the complexity (integrity) of the observation, not avoiding the aspects of the observed
object; - the systematicity of observation. According to different signs, monitoring is divided into
the following types: Monitoring is divided into continuous and discrete types according to the time
of establishment. According to the scope of observation, it is divided into broad and narrow types
of observation. According to the ways of obtaining data, surveillance is divided into direct and
covert surveillance. According to the difference between the observer and the observed, it is
divided into continuous and periodic observation. According to the conditions of conducting, it is
divided into natural and experimental observation. Informal (free) and formal (standard)
observation according to the plan. Depending on the period of use, it is divided into permanent,
returnable, one-time, and multiple monitoring. The types of monitoring depend on the purpose and
the nature of the object. Like any method, tracking has its pros and cons. Positive aspects of the
observation method: - studies the subject as a whole; - learning in natural conditions; - learns in
multifaceted communication and manifestation. Disadvantages of this method: - inability to cover
a large number of events; - it takes a lot of time; - the possibility of errors related to the observer's
identity; • not being able to observe certain events and processes. Pedagogical observation is a
passive form of scientific research.
The questionnaire method is based on the organization of communication with the
respondents based on systematic questions, with the help of this method the evidence collected
during the pedagogical observation and interview process is enriched. The questionnaire method
is effectively used if the following conditions are followed: 1) if the questions of the questionnaire
serve to clarify the essence of the problem; 2) questionnaire questions should not be large and
vague; 3) questionnaire questions are created taking into account students' outlook, age, and
psychological characteristics; 4) allocating enough time for full answers to the questions; 5) the
questionnaire should not become a source of pedagogical and psychological descriptions of
students; 6) to analyze the answers to the questionnaire questions based on certain criteria. The
test method is a short standard test used to determine and evaluate the level of mental development,
ability, skills, abilities, personal and willful qualities, mental characteristics of the person being
studied, and its significance is the person's theoretical knowledge in a specific field, the
development of abilities, psychophysiological, personal characteristics, the ability to organize a
certain activity, is noticeable in determining the level of formation of skills. The scientific-practical
importance of the pedagogical experiment method is reflected in the creation of ample
opportunities for studying the possibilities of finding a solution to the problem, the ability of the
existing pedagogical conditions to guarantee the achievement of the goal, the ability to have their
own opinion of the given recommendations in practice, and to determine their effectiveness. It is
one of the research methods and represents the conversion of qualitative factors into a quantitative
series. The method of mathematical-statistical analysis is conducted in order to systematically
study, generalize and assess the validity of practical results based on a specific goal of pedagogical
research, practical results of experimental work. The purpose of using the mathematical-statistical
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
309
method in pedagogical scientific research is to determine the level of effectiveness of experimental
work and research work. According to it, the indicators obtained at the beginning and at the end
of the experiment in the experimental and control groups are re-analyzed using special
mathematical formulas, the final value is the main indicator representing the effectiveness of the
research. 1.7. The connection of vocational pedagogy with other subjects. The curriculum for
training teachers of vocational education envisages the implementation of subjects in the blocks
of humanitarian and socio-economic, mathematical and natural-scientific, general professional,
specialization, additional and elective subjects. . It is possible to divide the block of general
professional subjects into psychological-pedagogical, design-construction-technological,
operational (service), construction courses. Psychological-pedagogical preparation of teachers of
vocational education includes such subjects as youth physiology and hygiene, psychology,
pedagogy, pedagogy of vocational education, pedagogical skills, pedagogical technologies,
methodology of vocational education, guidance for choosing a profession in the psychological-
pedagogical category. is realized in relational learning. "Vocational education pedagogy" is one of
the specialization subjects in the training of a vocational education teacher. This science does not
repeat other sciences (pedagogy, psychology, methods of vocational education, guidance for
choosing a profession, etc.), but is in close contact with them. Therefore, the science of
"Professional pedagogy" cannot be imagined without the knowledge gained in other
psychological-pedagogical disciplines. It is impossible to deeply master the science of "Vocational
Education Pedagogy" without studying the science of some psychological-pedagogical series and
acquiring the knowledge in them. While studying the subject of "Pedagogy of Vocational
Education", the future teacher of vocational education should have studied a number of the
following subjects, he should have acquired deep knowledge of these subjects:
- object, tasks of general psychology. Psychology as a natural and social science. Psyche,
an understanding of, the task of guidance and control. Brain and psyche. Psyche and
consciousness. Psychology and philosophy. Psychological views of Eastern thinkers.
Fundamentals of Psyche and Mind Analysis. The structure of modern psychology and its
foundations. Fields of psychology.
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