THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
25
SOCIAL CHARACTERISTICS OF 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.14836383
Annotation:
This article analyzes the process of future educators'
preparation for professional activities, the issues of forming and developing
pedagogical culture. The importance of using innovative approaches, modern
pedagogical technologies, and interactive methods in the education system is
highlighted. The components of pedagogical culture, professional-
communicative competence, and the professional motivation of future teachers
are discussed. Furthermore, the theoretical and practical aspects of pedagogical
activities, stages of professional preparation, and the relevant aspects of modern
pedagogical approaches are studied.
Keywords:
pedagogical culture, professional preparation, innovative
approaches, pedagogical technologies, professional-communicative competence,
motivation, education system, pedagogical activities, interactive methods,
pedagogical approaches
INTRODUCTION
Currently, improving the system of preparing future specialists in the new
stage of society's development, introducing innovative approaches, and creating
productive principles and models for preparing specialists are considered
priority tasks. This process is recognized in pedagogical education with specific
ideas that are related to the general laws of modern societal development.
Therefore, introducing new ideas, theories, and approaches to the personnel
preparation system is of great importance. To achieve this, the social-
pedagogical need to create a system of motivational approaches and attitudes
for future educators is increasing. This makes it an urgent task to improve their
education and training as specialists. In this sense, there is a need to train future
educators based on the demands of the time, develop their professional
knowledge and skills, and prepare them for innovative activities based on a
creative approach. Pedagogical culture refers to the development of moral and
volitional qualities and virtues in future specialists. From this point of view,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
26
organizing innovative activities for future educators, updating and enriching the
content of education, plays a significant role. Along with the development of the
educational process, an urgent issue faced by modern requirements is preparing
future specialists for innovative activities from both theoretical and practical
perspectives, ensuring effectiveness in educating the younger generation. Only a
person with a healthy mindset can fully demonstrate their intellectual and
spiritual potential. In this regard, studying the historical experiences of the
pedagogical system in our country through comparative and analytical methods,
critically reflecting on practical experiences, organizing educators' innovative
activities properly, and identifying its future strategy becomes possible. This
necessitates conducting purposeful pedagogical research.
LITERATURE ANALYSIS AND METHODS
In Uzbekistan, optimal-pedagogical methods are being sought to improve
the work methods of educators in the field of education. However, these efforts
remain unsuccessful due to the following shortcomings:
— The courses included in the "General Pedagogy," "Pedagogy Theory and
History," "Social Pedagogy," "Pedagogical Mastery," "Folk Pedagogy," "Family
Pedagogy," and "Creative Pedagogy" blocks of the specialization subjects are not
modernized;
— The pedagogical process in the research framework is not adapted to meet
students' educational needs;
— The potential of using pedagogical process design technologies in
providing modern knowledge to future teachers is not fully assessed;
— There is insufficient effort to shape students' educational needs and
create conditions to meet them;
— The use of didactic situation tasks in the pedagogical field for students is
not systematically and regularly carried out, and extracurricular pedagogical
activities of this nature are not conducted at the required level;
— The design technologies related to pedagogical culture in the future
specialists' fields are often implemented by relying on random problematic
situations (their content is considered outside of the form, not expressed
interrelatedly, and their form is carried out separately from the content);
— Future specialists, who will be general secondary school teachers, need
recommendations regarding modern methodological and theoretical
foundations (theoretical-pedagogical) for solving this problem. Based on the
above, it can be stated that the technology of organizing professional activity in
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
27
the development of future specialists' pedagogical culture has not been studied
as a separate research subject.
The preparation of future educators for professional activities is carried out
as follows: forecasting the success of the general innovation and its individual
stages, comparing the innovation with other innovations, selecting the most
effective one, determining the level of significance and accuracy, and checking
the success level of its implementation. The preparation of teachers for
professional activities occurs in three stages:
1.
Analyzing the teacher’s activities before applying the
innovation in pedagogical practice.
2.
Analyzing the active formation period of professional activity.
3.
Analyzing the activities in the subsequent period by promoting
innovations in the pedagogical process.
In professional activity, the teacher should be an advanced, highly
productive creative individual, with broad interests, a rich inner world, and a
curiosity for pedagogical innovations. Professional activity consists of
motivational, technological, and reflective components. This process is carried
out in two directions: shaping professional preparation for perceiving
innovation and teaching new ways of action. The cognitive activity of learners
and its management is of particular importance in organizing professional
activities.
As a result of future educators' professional activity, their individual-
psychological characteristics, motives, and areas of interest are thoroughly
studied. Methodological sets are created to ensure an uninterrupted didactic
system in extracurricular activities, and the pedagogical and psychological
environment at schools is thoroughly examined to develop their collaboration.
METHODOLOGY
The aim of developing future specialists' pedagogical culture is to
foster the teacher’s inclination towards innovation, cultivate the skill of working
independently on their development, and improve their proficiency in
conducting lessons and extracurricular activities using modern pedagogical
technologies and interactive methods. In this regard, future educators should
demonstrate the following abilities in their professional activities:
Apply creative motivation in lesson activities and assess professional
activities;
Collaborate in the creative interaction of teachers;
Organize their work with determination, responsibility, and honesty;
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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Identify the need for professional activity;
Prepare to engage in creative activities;
Align personal goals with professional activities, among others.
In pedagogical culture, the communication culture of future teachers and
components like their professional-communicative activity play a crucial and
decisive role. The professional-pedagogical activity and communication of future
specialists are seen as essential factors in enhancing the quality of professional
training in today’s education system.
The pedagogical culture and competence of future specialists primarily
refer to their preparedness for pedagogical communication and their ability to
perform specific professional tasks to address educational, methodological, and
moral-enlightening issues. The foundation of this includes the specific
knowledge, skills, and abilities of future educators, particularly in pedagogical
communication culture.
The unique features of the pedagogical culture and professional
communication culture of future specialists are expressed in the following:
Developing their physical qualities and abilities to the highest
possible level;
Paying attention to the beauty, freedom, and health of the human
div;
Creating opportunities for revealing their hidden intellectual and
creative potential.
Future specialists should be knowledgeable in professional communication,
be physically and morally trained, understand the development of personality,
and integrate pedagogical culture in practice. These concepts—understanding,
comprehension, and integration of communication—complement each other
and are inseparable. Pedagogical activities should inspire great enthusiasm,
leave deep impressions, and evoke unforgettable emotions in future specialists.
Thus, the professional-personal world of future specialists should have distinct,
diverse purposes and meanings, and it should be socially oriented. The most
important aspect is that future specialists improve their communicative
competence, engage with the school’s social-cultural and existential life, and
demonstrate creative approaches.
Future educators need to find their specific technologies, innovative
methods, and the most effective ways to develop communication culture. In this
context, their professional culture, based on pedagogical ethics, and pedagogical
communication culture (communication rules, standards, regulations, content,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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and technology) are of great importance. Pedagogical problems in this context
demand consideration and identification of the relevant pedagogical-
psychological aspects. These include individual personality, age and
psychological characteristics, motivations, emotional factors, and psychological
aspects—such as aesthetic perception of activities, valuable directions in sports,
communication psychology, professional ethics psychology, self-observation
(perception, attention, self-development, monitoring, education, understanding,
modernization, socialization, evaluation, reporting), which encompass all forms.
RESULTS AND DISCUSSION
The main objective of this research was to analyze the process of
developing future teachers' pedagogical culture in higher education both
theoretically and practically. During the research, the components of
pedagogical culture, the key factors influencing its formation, and the role of
innovative approaches in the educational process were studied in depth.
The results obtained showed that a comprehensive approach plays a crucial
role in the development of pedagogical culture. This approach includes the
following elements:
Formation of theoretical knowledge – mastering the basic concepts
of pedagogical culture.
Gaining practical experience – applying theoretical knowledge in
real educational processes.
Using modern pedagogical technologies and innovative methods –
increasing the effectiveness of the educational process.
Moreover, the research demonstrated that the process of forming
pedagogical culture cannot be limited to theoretical knowledge alone. For
professional development and enhancing teaching skills, it is essential to
implement practical exercises, interactive lessons, didactic tasks, and training
sessions. This approach not only has a positive impact on the formation of
pedagogical culture but also contributes to improving the overall quality of the
educational process.
Future research in this area should focus on the following:
Further integrating innovative methods and modern technologies
into the educational process.
Developing a deeper approach to the comprehensive preparation of
future teachers.
Improving the mentorship system and developing effective training
programs for the formation of pedagogical culture.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
30
The results of this research serve as a significant scientific basis for future
studies aimed at improving the process of developing pedagogical culture in
higher education.
CONCLUSION
This research was dedicated to studying the process of forming future
teachers' pedagogical culture in the higher education system, both theoretically
and practically. The results of the study revealed that the development of
pedagogical culture is a complex and continuous process that must be based on
the integration of theoretical knowledge, practical experience, the mentorship
system, and innovative pedagogical technologies.
This article focused on the theoretical and practical study of the process of
developing future teachers' pedagogical culture in higher education and
identifying methods that contribute to enhancing the effectiveness of this
process. During the research, the main components of pedagogical culture, the
factors influencing their formation, and the role of modern educational
technologies were analyzed in depth.
The results showed that the process of forming pedagogical culture is a complex,
continuous, and systematic process requiring a comprehensive approach. The
professional preparedness of future teachers cannot rely solely on theoretical
knowledge. On the contrary, enriching it with practical exercises, innovative
technologies, and interactive teaching methods significantly enhances the
quality of education.
References:
1.
Tashkenbaeva, N., & Khudoyberganova, S. (2020). Development of
pedagogical culture in higher education institutions of Uzbekistan. Journal of
Educational Development, 34(1), 12-25.
2.
Karimova, G., & Mukhammadiev, I. (2019). Innovative approaches in
teaching methodology in Uzbekistan's educational system. International Journal
of Modern Pedagogy, 28(3), 56-69.
3.
Jumaev, B., & Kamilov, M. (2021). The role of modern technologies in
enhancing pedagogical culture. Pedagogical Sciences Review, 45(2), 30-40.
4.
Tursunov, A., & Rakhmanova, Z. (2018). Mentorship in the formation of
pedagogical skills among future educators. Uzbek Journal of Teacher Education,
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