SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
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METHODOLOGY FOR DEVELOPING THE PEDAGOGICAL CULTURE
OF FUTURE SPECIALISTS
Mamadova Feruzaxon Mirzaaxmad qizi
Fergana State University, Faculty of Physical Culture, Department of Teaching
Methodology of Physical Education and Sports Games, Lecturer.
+998 97 504 77 99
ORCID: 0000-0002-3255-9293
https://doi.org/10.5281/zenodo.14836396
Abstract
This article explores the methodology for developing the
pedagogical culture of future specialists. The formation of pedagogical culture
contributes to the development of professional skills, moral values, and creative
abilities of specialists. The article discusses methods such as pedagogical
training, experience exchange, interactive learning, psychological approaches,
and the use of technological innovations. Additionally, it analyzes the
importance of personal and creative activity, empathy, environment, and social
context in developing pedagogical culture, as well as the processes of reflection
and effectiveness assessment. The research includes recommendations related
to modern approaches to enhancing the stages of developing pedagogical culture
and its impact on professional training.
Keywords:
pedagogical culture, professional skills, pedagogical
methodology, teaching methods, interactive learning, psychological approach,
creative activity, pedagogical ethics, empathy, technological innovations,
reflection, pedagogical competence, experience exchange, professional
development, social skills.
In addition to developing the pedagogical culture of future specialists, it is
essential to enhance their social skills to prepare them for successful social
integration and securing a suitable position in the labor market. Implementing
such an approach requires comprehensive support for future educators during
the learning and cognitive process, which holds significant pedagogical
importance.
The methodology for developing the pedagogical culture of future
specialists is a set of special systems, methods, and tools aimed at shaping
teachers' professional skills and fostering their creative abilities. This
methodology helps strengthen the values, moral-ethical qualities, and cultural-
creative skills related to the pedagogical activities of teacher-specialists. It
includes several key components:
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1.
Pedagogical training and experience exchange
Developing pedagogical
culture requires educators to share experiences and engage in mutual learning.
Participation in seminars, training sessions, and conferences facilitates the
exchange of professional knowledge and insights.
2.
Orientation towards personal and creative activity
Specialists are
encouraged to apply new pedagogical innovations in their personal or creative
activities. This involves strengthening individual or group work with students
and utilizing new methods and technologies.
3.
Formation of pedagogical ethics and values
educators must be
introduced to both ethical and professional values, fostering a sense of
responsibility to perform their duties effectively. Every teacher should pay
attention to ethical and moral considerations in their work.
4.
Interactive teaching and effective instructional methods
Ensuring
students’ active participation in pedagogical activities and establishing effective
and impactful communication is crucial. Interactive teaching methods, such as
discussions, debates, and group work, are recommended to achieve this goal.
5.
Psychological training and empathy
Pedagogical culture encompasses
not only ethical and professional aspects but also psychological skills. Teachers
must be capable of understanding students’ psychological states and guiding
them appropriately.
6.
Environment and social context
Developing pedagogical culture
requires adapting educators to the local culture and social environment, helping
them consider the diverse cultural and social backgrounds of students.
7.
Utilization of technological innovations
Modern pedagogical culture
necessitates mastering innovative technologies. This includes integrating digital
tools into teaching practices, using online platforms, and employing virtual and
written resources.
8.
Development of critical thinking and analytical skills
Enhancing the
pedagogical culture of specialists also involves fostering their analytical thinking
skills. This requires training sessions that help them analyze pedagogical
situations and select effective teaching methods.
9.
Reflection and effectiveness assessment
Specialists should regularly
engage in self-reflection on their pedagogical activities. This enables educators
to evaluate their work, identify shortcomings, and implement improvements.
This methodology should be designed to analyze and enhance all aspects of
pedagogical culture, contributing to the development of the general education
system.
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These elements should be assessed through surveys conducted among
students to determine their level of motivation and the content of their
professional learning experiences. By doing so, future educators can observe
step-by-step changes in their worldview, motivation, intellectual and moral-
ethical development, awareness of socio-cultural values, and the growth of
professional competence.
The role of communication in pedagogical culture development.
In
higher education institutions, the most crucial educational factor is the
interaction between teachers and students. If this communication is
characterized by humanity, goodwill, and a supportive environment, the
effectiveness and impact of teaching and upbringing processes will increase.
During the training of specialists, the teacher’s role as a carrier of moral, social,
professional, and general culture is of primary importance.
Psychological comfort during the educational process, as well as the
humanitarian relationships between teachers and students outside the
classroom, significantly influence students’ motivation and satisfaction. A
favorable humanistic environment strengthens students’ trust in their teachers
and enhances the effectiveness of educational influence. Our research suggests
that the issue under study is closely related to moral, humanitarian, and
aesthetic values. The following pedagogical principles can serve as the
foundation for addressing this issue:
1.
Humanization principle
This principle focuses on the interests, goals,
and future prospects of prospective educators, expanding their capabilities and
ensuring the coherence of their social relationships and professional actions.
2.
Collaboration principle
During the process of cooperation, participants
strive to understand one another and exchange meaningful information.
Effective collaboration can be achieved through well-organized student self-
governance systems, the culture of human relationships, and a democratic
approach to managing education and student life.
3.
Continuity principle
The continuity of developing pedagogical culture
among future specialists can be expressed as a psychological guideline for young
people to actively adopt national and universal, moral, social, and cultural
norms.
4.
Creativity principle
Pedagogical culture cannot be developed without a
creative component. Any creative activity is inherently social, as its outcomes
aim to improve society and its members. The creative process fosters qualities
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such as independence, personal initiative, dialectical thinking, and adherence to
professional standards.
A comprehensive approach should be used to assess the level of
pedagogical culture development among future specialists. During our research,
we extensively utilized diagnostic methods, including classroom and
extracurricular observations, psychodiagnostic training, "trial" lessons focusing
on socio-cultural content, intellectual and thematic competitions, conferences,
and various psychometric methods to evaluate students’ individual
characteristics and preparedness.
In the traditional system of training future specialists, the main focus is on
what and how to teach students to enhance their knowledge and skills. However,
modern didactics emphasizes the need to develop students’ ability to effectively
utilize a wide range of pedagogical tools in their professional activities.
In line with modern pedagogical requirements and advanced technologies,
education should move beyond descriptive learning towards the development of
value-based attitudes, raising the motivational domain of future educators to
align with contemporary, historical, socio-cultural, and scientific-pedagogical
perspectives.
Based on the general characteristics of the technological approach, we
developed a pedagogical culture development technology within the framework
of the "Pedagogical Mastery" course. This technology consists of three
interconnected stages, each building upon the previous one:
1.
Acquisition of pedagogical knowledge
This stage involves defining
pedagogical competencies through testing, written, or oral assessments.
Students engage with educational materials and begin forming pedagogical skills
using interactive methods and problem-solving scenarios.
2.
Integration of pedagogical culture into subject matter learning
At this
stage, students analyze the significance of pedagogical culture in professional
training. Various pedagogical activities, including role-playing games, are used
to enhance students’ practical skills.
3.
Systematization of pedagogical culture development
The final stage
focuses on problem-based and situational tasks that help students
systematically integrate their acquired knowledge, skills, and competencies into
their professional development.
Through the analysis of problematic situations, future specialists gain essential
skills for assessing and solving challenges in their daily and future professional
activities.
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In higher education institutions, psychological comfort during the learning
process and the humanitarian relationships between teachers and students
beyond the classroom significantly influence students' mood. A supportive and
humane environment enhances students' satisfaction, increases their trust in
their teachers, and improves the effectiveness of educational influence.
In our opinion, the issue explored in this study is closely related to moral,
humanitarian, and aesthetic values. The following pedagogical principles can
serve as the foundation for addressing this issue:
1.
Humanization principle
This principle focuses on the personal interests,
tasks, and prospects of future educators. It aims to expand their capabilities,
ensure the harmony of their social relationships and professional actions, and
enhance their potential.
2.
Collaboration principle
Collaboration involves mutual understanding
and meaningful information exchange between individuals. Effective
collaboration can be achieved through well-structured student self-governance
systems, the culture of human relationships, and democratic approaches to
managing education and student life.
3.
Continuity principle
The continuity of pedagogical culture development
among future specialists can be expressed as a psychological guideline that
encourages young individuals to actively adopt national and universal, moral,
social, and cultural norms.
4.
Creativity principle
Pedagogical culture cannot be developed without a
creative component. Any creative activity is inherently social, as its outcomes
aim to improve society and its members. The creative process fosters qualities
such as independence, personal initiative, dialectical thinking, and adaptability
to standard and non-standard professional situations.
A comprehensive approach should be applied when assessing the level of
pedagogical culture development among future specialists. Throughout our
research, we widely utilized diagnostic methods, including:
Observations of students' activities in both classroom and
extracurricular settings
Specialized psychodiagnostic training sessions
"Trial" lessons focused on socio-cultural content
Various intellectual and thematic competitions
Organizing conferences
Applying different psychometric methods to analyze students'
individual characteristics and level of preparedness
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Modern Approaches to Training Future Specialists. In the traditional
system of training future specialists, the primary focus is on what and how
to teach students to enhance their knowledge and skills. However, modern
didactics emphasizes the need to develop students’ ability to effectively
utilize a wide range of pedagogical tools in their professional activities.
To align with contemporary pedagogical requirements and advanced
technologies, education should move beyond the traditional approach of merely
describing and reinforcing knowledge. Instead, the focus should be on
cultivating value-based relationships, enhancing the motivation of future
educators, and integrating historical, socio-cultural, and scientific-pedagogical
perspectives into their professional mindset.
Technological approach to pedagogical culture development. Based on
the general characteristics of the technological approach, within the scope
of our research, we developed the following methodology for enhancing
the pedagogical culture of future specialists through the course
“Pedagogical Mastery”
(see Figure 1).
Figure 1. Technology for developing pedagogical culture
This technology emphasizes
integrativity
as its primary characteristic,
which is reflected in its name. Any system consists of an internal structure and
elements (components), and in this case, the elements of the system are its
stages
, which are interdependent and complementary. The methodology
consists of
three stages
:
Acquiring knowledge
on pedagogical
culture development
Familiarization with
the system of
knowledge for
developing
pedagogical culture
Perception and
formation of
conclusions regarding
pedagogical culture
knowledge
Orienting subject
topics towards the
development of
pedagogical culture
Determining the
importance of
pedagogical culture
and competence in
studying topics
Determining the
importance of
pedagogical culture in
the formation of
professional skills
Transforming topics
into a system for
developing
pedagogical culture
Developing
Pedagogical culture
based on problematic
and situational tasks
Utilizing competency-
based solutions in
completing tasks
during lessons
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First Stage: acquiring knowledge on pedagogical culture development
This stage focuses on obtaining knowledge related to the development of
pedagogical culture and is implemented through the following tasks:
1.
Assessing pedagogical qualities:
o
Within the framework of the “
Pedagogical mastery”
course, future
specialists' pedagogical culture and competencies are developed.
o
The teacher identifies students' pedagogical attributes using
tests,
written or oral assessments, and discussions
to determine the necessary
areas for improvement.
2.
Familiarization with educational materials:
o
Students are introduced to educational materials that aid in the
formation of pedagogical skills.
o
Interactive methods and problem-solving activities
are
integrated to enhance learning.
o
Students are encouraged to engage in
independent work
, which
promotes personal opinions, individual approaches, and competency-based
development.
Second Stage: Aligning Subject Topics with Pedagogical Culture
Development
At this stage, the primary focus is on
analyzing and determining the
importance of pedagogical culture in the study of various subjects
. The
previously acquired pedagogical skills are further developed into professional
competencies
.
The significance of pedagogical culture in shaping
professional mastery
is identified and examined.
Role-playing and
individualized games
are incorporated into the
learning process to encourage hands-on practice and problem-solving skills.
Third Stage: transforming topics into a system for developing
pedagogical culture. At this stage,
problem-based and situational tasks
are
utilized to enhance pedagogical culture. The acquired knowledge,
developed skills, and competencies gradually
form an integrated system
,
leading to
competency-based expertise
.
Analysis of problematic situations
is one of the most effective methods
in pedagogical culture development.
This approach helps future specialists acquire the ability to
analyze real-
world professional challenges and identify optimal solutions
for various
scenarios they may encounter in their teaching careers
.
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List of literature used:
1.
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Ф.
(2023).
BO‘LAJAK
JISMONIY
MADANIYAT
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TAKOMILLASHTIRISHNING PEDAGOGIK MODELI. Ижтимоий-гуманитар
фанларнинг долзарб муаммолари/Актуальные проблемы социально-
гуманитарных наук/Actual Problems of Humanities and Social Sciences., 3(7),
266-272.
2.
Tursinovich, K. A., Mirzaakhmadovna, M. F., & Alijonovich, E. T. (2022).
‘Topical issues of pre-university preparation of students in the field of physical
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3.
Qayumovna, R. M. (2021). Examining and monitoring of the impact of hypo
dynamic factors on the state of physical fitness in students. Journal of
Pedagogical Inventions and Practices, 3, 40-43.
4.
Mirzaakhmad, M. F. (2023). Development of Pedagogical Culture and
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Education (2993-2769), 1(6), 62-68.
5.
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