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ORGANIZING COLLABORATIVE PEDAGOGICAL ACTIVITIES AND IMPROVING
PEDAGOGICAL SKILLS OF FUTURE TEACHERS
Jarligasinov Jalil Muratbayevich
Student of Karakalpak State University
Karamatdinov Alisher Alauatdin Uli
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15187368
Annotatsiya.
Bo‘lajak o‘qituvchilarni hamkorlikdagi pedagogik faoliyatga tayyorlash –
zamonaviy ta’lim tizimining dolzarb vazifalaridan biridir. Jamoaviy ishlash, kooperativ ta’lim
metodlarini qo‘llash va muammolarni birgalikda hal qilish ko‘nikmalarini shakllantirish
o‘qituvchilarning kasbiy kompetensiyasini oshirishga xizmat qiladi. Ushbu maqolada
hamkorlikdagi pedagogik faoliyat tushunchasi, uni shakllantirish mexanizmlari hamda bo‘lajak
pedagoglarni amaliyotga tayyorlash jarayonida qo‘llaniladigan metodlar yoritiladi.
Kalit so‘zlar:
pedagogik hamkorlik, jamoaviy faoliyat, o‘qituvchining kasbiy
kompetensiyasi, interfaol metodlar, pedagogik tayyorgarlik, ta’lim sifatini oshirish.
Abstract.
Preparing future teachers for collaborative pedagogical activities is one of the
pressing tasks of the modern education system. Developing teamwork skills, applying cooperative
learning methods, and solving problems together contribute to enhancing teachers’ professional
competence. This article discusses the concept of collaborative pedagogical activity, the
mechanisms for its formation, and the methods used in the process of preparing future teachers
for practice.
Keywords:
pedagogical collaboration, collective activity, teacher’s professional
competence, interactive methods, pedagogical training, improving the quality of education.
Aннотация.
Подготовка будущих учителей к совместной педагогической
деятельности — одна из актуальных задач современной системы образования.
Формирование навыков командной работы, применение кооперативных методов обучения
и совместное решение проблем способствует повышению профессиональной компетенции
учителей. В данной статье рассматриваются понятие совместной педагогической
деятельности, механизмы её формирования, а также методы, используемые в процессе
подготовки будущих педагогов к практике.
Ключевые слова:
педагогическое сотрудничество, коллективная деятельность,
профессиональная компетенция учителя, интерактивные методы, педагогическая
подготовка, повышение качества образования.
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Introduction
The modern education system requires a teacher not only to carry out independent
pedagogical activities, but also to work within the framework of collective cooperation.
Collaborative pedagogical activities are an important factor for teachers to exchange experience,
improve their knowledge and organize the educational process qualitatively. Therefore, the
development of effective mechanisms for preparing future teachers studying in the field of
pedagogy for collaborative pedagogical activities is of great scientific and practical importance.
Within the framework of the modern educational paradigm, the teacher's preparation for
collaborative work is becoming an integral part of the educational process. In particular, through
interactive teaching methods, team training and cooperative learning methods, future teachers are
formed with the ability to think creatively, develop a culture of communication and work in a team.
The collaborative organization of pedagogical activity also expands the competencies of
teachers in the implementation of innovative educational technologies, the development of an
interdisciplinary approach and improving the quality of education. Thus, the preparation of future
teachers for collaborative work serves not only personal professional development, but also to
increase the effectiveness of the education system as a whole. The relevance of the issue of
pedagogical cooperation is clearly manifested in the process of preparing future teachers for
collective work in the modern education system. In various scientific sources, the essence of
pedagogical cooperation, its methodological foundations, collective educational technologies and
mechanisms for the formation of professional competencies have been analyzed from different
perspectives. Below are the main aspects of research conducted in this area. According to the
author Turemuratova, the readiness of future teachers for professional activity depends not only
on their theoretical knowledge, but also on how well they have mastered the practical aspects of
the pedagogical process. In her work "Introduction to Professional Pedagogical Activity", she
expresses her opinion on the effectiveness of pedagogical cooperation and communication
between teachers and students in the educational process. She notes that collaborative pedagogical
activity serves to develop the teacher's teamwork skills and allows enriching the educational
process with innovative methods. The manual "Pedagogical Technologies and Pedagogical Skills",
published by the Ministry of Higher and Secondary Specialized Education of the Republic of
Uzbekistan, emphasizes the importance of forming the competence of working in collaboration.
This manual provides methodological recommendations on the mastery of modern pedagogical
technologies, their role in professional development, and the effective organization of collective
activity. According to the authors, the success of pedagogical collaboration depends on the
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interactivity of the educational process and the effective use of collaborative methods.
Rakhmankulov's work "General Pedagogy" extensively covers the issue of introducing
collaborative teaching methods, paying special attention to the development of the teacher's
pedagogical competencies and methods of establishing mutual dialogue in the educational process.
In his opinion, if the teacher organizes his lessons on the basis of a collaborative environment, this
will have a positive effect on the critical and creative thinking of students.
Haydarov's book "Education and Innovative Research" analyzes the issues of preparing
future teachers for innovative methods. According to him, training teachers on the basis of
professional cooperation will directly affect the quality of education in the future. According to
Haydarov, collective activity requires organizing the pedagogical process in an interactive and
equal way for the participants in the educational process. He notes that the teacher, in addition to
providing knowledge to students, must also encourage their independent thinking and create an
environment for teamwork. The work "Methodology of Teaching Special Subjects", published by
Gulistan State University, covers the theoretical and practical aspects of pedagogical cooperation,
emphasizing that this approach plays an important role in the professional development of a
teacher. In their opinion, a teacher should not be limited to mastering only theoretical knowledge,
but also learn to work in a team and use interactive methods. Collaborative activities serve to
exchange experiences of teachers, develop innovative approaches, and increase the interactivity of
the educational process. The development of pedagogical cooperation, in their opinion, helps to
strengthen the atmosphere of trust between teachers and students, and to implement innovative
approaches in the educational process. The conclusion from the above scientific works is that
preparing future teachers for pedagogical cooperation is one of the main tasks of the modern
education system. The teacher should develop not only as an independent educator, but also as a
specialist who effectively cooperates with other participants in the educational process.
The issue of preparing future teachers for collaborative pedagogical activities serves not
only to increase the effectiveness of the teaching process, but also to the professional development
of teachers. The modern education system requires the teacher, in addition to providing individual
education, to create the necessary environment for teamwork, collaborative problem solving, and
the development of creative and critical thinking of students.
One of the important aspects of pedagogical cooperation is that it includes not only mutual
cooperation between teachers, but also the establishment of effective communication with all
participants in the educational process, including students, parents, and educational institutions.
Such a multifaceted model of cooperation not only strengthens the professional training of the
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teacher, but also serves to form positive social relations between participants in the educational
process. In addition, collaborative pedagogical activities are based on the widespread use of
interactive methods in the educational process. Therefore, it is necessary to provide future teachers
with special training in mastering such methods as organizing a team lesson, project-based
learning, problem-based learning, and discussion methods. These methods increase the
effectiveness of the educational process, enhance the activity of students, and develop their
independent learning skills. The mentoring system also plays a significant role in the development
of collaborative pedagogical activities. New teachers should have the opportunity to improve their
professional skills based on the methodological support and guidance of experienced teachers. The
mentoring system has a significant impact on the rapid adaptation of young teachers to the
educational process, increasing their psychological readiness, and achieving professional maturity.
Another important area of cooperation is the interdisciplinary education system of pedagogical
skills and psychological potential. Teachers should work together with specialists from different
disciplines, integrate educational programs and collaborate in the process of creating new
knowledge. Interdisciplinary cooperation helps students to master knowledge in different areas in
a coherent manner, and develop their ability to think systematically. By integrating cooperative
learning approaches into the educational process, teachers' teamwork skills can be developed. It is
recommended to create special platforms aimed at adapting teachers to pedagogical innovations
and increasing their professional training. Pedagogical cooperation plays an important role not
only in the professional skills of the teacher, but also in the development of students' collaborative
and critical thinking skills.
Conclusion
Preparing future teachers for collaborative pedagogical activities is of great importance in
improving the quality and effectiveness of education. Pedagogical cooperation forms a culture of
teamwork and serves to develop the professional skills, pedagogical skills and psychological
potential of teachers.
The results show that preparing future teachers for collaborative activities requires a
systematic approach. Classes organized on the basis of interactive methods and cooperative
learning serve as an important factor in increasing the professional competence of teachers.
It is necessary to include collaborative teaching methods in pedagogical education
programs. It is necessary to provide practical knowledge on pedagogical cooperation through the
organization of special seminars and trainings for teachers.
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