THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE09
202
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 30-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-23
PAGE NO.: - 202-207
PEDAGOGICAL ASPECTS OF IMPROVING THE
DIDACTIC TRAINING OF FUTURE PRIMARY
SCHOOL TEACHERS ON THE BASIS OF AN
INTEGRATIVE APPROACH
Nigora Ruzikulova
Doctor of philosophy in Pedagogical Sciences (PhD), associate professor
Doctoral student of Tashkent State Pedagogical University named after Nizami, Uzbekistan
INTRODUCTION
The process of improving the didactic preparation
of students of pedagogical higher education
organizations involves the systematization of
contacts
and
relationships
between
all
components of the didactic system: a system on the
assimilation of subjects included in the curriculum,
the interaction of pedagogical practice with the
educational process; includes the content of
teaching, didactic provision, educational tools,
systematization of teachers and student activities.
Didactic preparation of teachers of the future
primary class for the development of competencies
on the base and subject in students will be
namayan in the direction of the work carried out in
the pedagogical process in pedagogical practice. In
particular, the pedagogical practice of teachers of
the future primary class humidifies a high level of
activity in the implementation of the management
of educational activities of students.
The didactic system that we are developing
provides for improving the didactic preparation of
future primary school teachers for the
development of competencies on the base and
subject in students, as well as clarifying the
effective characteristic of the process, as well as
organizing
processes
for
assessing
its
effectiveness:
Writing developments on the topic;
writing reviews, drawing up comments on
developments, textbooks, manuals, works of art;
preparation of additional materials on topics;
compilation albums;
preparing assignment cards;
RESEARCH ARTICLE
Open Access
Abstract
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creating projects;
speaking at conferences;
implementation of such as the publication of
scientific works in scientific collections.
In this process, it is necessary to observe and
identify various directions related to the
development of students ' competencies on the
base and science and systematize them,
characterize them; carry out experimental work
carried out in pedagogical practice and described
in course or research work; staging real situations,
independently separated from pedagogical
practice; the determination of the educational
individual development trajectory of oneself and
the student by the teachers of the future primary
class, and the implementation of others, is
important in improving didactic training.
In the period of pedagogical practice, integrative
programs are important in the upbringing of the
activities of teachers of the future primary class.
Because the teachers of the future primary class
undergo pedagogical internships in several
subjects (primary education subjects) at the same
time during the period of pedagogical practice.
Integrative applications. It is necessary that
programs of this type, which harmonize topics
related to a number of subjects or subjects of study,
are created taking into account the fact that the
number of subjects in the curriculum is exceeded
[2].
It is noted in the studies that it is intended to
organize the educational process on the basis of
integrative programs and textbooks, in which it is
advisable to use different levels of integration.
Including:
1. Integration based on the sequential presentation
of topics, in which the principle of concentrism is
followed in the statement of educational materials.
That is, the previous training material will
complement the next one. But never repeat each
other. As a result of such an integrative approach,
the student's knowledge, skills and qualifications
and creative activities are regularly developed and
enriched.
2. Integration based on the generation of
harmonized points in curricula; in this case, it is
also important to ensure inter-thematic harmony
in the programs in order to prevent taphthalogy-
based learning materials that are given repeatedly.
The advantage of this is that the student's time and
effort are saved, the volume of textbooks becomes
more compact and the cost is Cheaper.
3. Modular integration: within the framework of
such integration, knowledge and concepts related
to related academic disciplines are presented to
students in a coherent way, integrated into one
system.
4. Integrative programs: programs of this type
provide for the harmonized presentation of topics
related to several subjects of study or subjects of
study. Considering that today the number of
educational subjects in the curriculum has
increased by the maximum, there is a strong need
to create programs of this type.
5. Inter-subject integration: in this case, the
teaching materials that are given within the same
course are integrated with those that are
essentially close within the framework of another
course. The integration of education is important
both economically and pedagogically, hygienically
and physiologically [1, 3]
The essence of integrative teaching software is
expressed in the set of requirements for the
teaching process in a meaningful and operational
nature [5]:
1) accentuation of educational content, which
occurs at the level of separation of “target
knowledge”and is suitable for purposeful
activities;
2) the totality of the system-generating basis of the
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teaching process;
3) the totality of pedagogical technologies
corresponding to this stage of the teaching process.
To date, 70% of countries around the world use
educational programs and textbooks of an
integrative nature in the educational system [1]. A
distinctive feature of integrative programs of
teaching is its regulatory, systematizing,
generalizing function. Another of the specific tasks
of integrative programs of teaching is to serve to
reflect individual methodological features, while
developing integral character-traits of the
individual. On the basis of an integrative approach,
the processes of improving the didactic
preparation of future primary school teachers for
the development of competencies related to the
base and science in students on the basis of
pedagogical practice necessitate the establishment
of a comprehensive system of use of integrative
programs.
On the basis of an integrative approach, the
possibilities of the subject of primary education
pedagogy, innovation and integration were
studied in improving the didactic preparation of
future primary school teachers for the
development of competencies related to the base
and science in students.
The purpose of the subject of primary education
pedagogy, innovation and integration is to master
the Integrative aspects of organizing the teaching
of primary education subjects in a general high
school, to improve the didactic training of future
primary school teachers.
Based on the goals of the subject, the following
tasks are set in improving the didactic training of
future primary school teachers:
•
selection of integrative programs, concepts
• technologies in improving the didactic training of
future primary school teachers;
•
search for Integrative structures of classes
and modeling other forms of conducting classes in
improving the didactic training of future
elementary school teachers;
•
deepening the connection between the
perception of the Integrative properties of
educational materials, its interpretation, analysis
and the future didactic activities of teachers of the
primary class;
•
the ability of future primary school teachers
to operate in information flows based on their
integrative characteristics, adequately perceive
the information received and formulate the skills
of their use.
Thus, the effective functioning of the pedagogical
system of improving the didactic training of future
primary school teachers is associated with
pedagogical practice. That is, pedagogical practice
is considered one of the system-forming ements of
the system of improving the didactic training of
teachers of the future primary class.
Pedagogical practice as a component integrating
elements of the holistic system of improving the
didactic training of future primary school teachers.
Pedagogical practice has great potential for a
successful professional adaptation of teachers of
the future primary class. It is in pedagogical
practice that didactic preparations are improved
based on the acquired knowledge of future
primary school teachers in the context of
professional activity.
In pedagogical practice, the personality of teachers
of the future primary class should be considered as
a subject of professional activity.
The implementation of this implies an integrated
approach to the identification and development of
the types of activities of future primary school
teachers - a more expanded system of tasks in
relation to the pedagogical practice traditionally
carried out.
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Pedagogical practice is defined as an integrative
component of the process of improving the
didactic preparation of teachers of the future
primary class, performing the following functions:
•
formation of a stable positive motivation for
pedagogical activity;
•
formation of skills to enter the pedagogical
process;
•
formation of skills for organizing the
educational process;
•
formation of the skills of future elementary
school teachers to use educational materials in the
organization of the educational process;
•
the use of integrative programs, concepts,
technologies for improving the didactic training of
future primary school teachers;
•
activation of participation of future primary
school teachers during the internship period;
•
implementation of diagnostics of the level of
didactic training of future primary school teachers;
•
formation of the desire of future elementary
school teachers to activate themselves, to
independently assess themselves.
As an integrative component of the process of
improving the didactic preparation of teachers of
the future primary class, the following main tasks
of pedagogical practice can be cited:
1.
Determination of the individual style of
activity of future elementary school teachers;
2.
Formation of a valuable attitude of future
primary school teachers to pedagogical activity.
3.
Improving the didactic preparation of future
primary school teachers for the development of
competencies on the base and science in students
as a result of result-oriented education.
4.
Dynamic and continuous improvement of
the activities of the future teacher;
5.
Creating conditions for the formation and
development of the style of activity of future
primary school teachers based on the definition of
an Individual development trajectory;
6.
Organization of Independent Education of
future primary school teachers using imitative
forms of independent professional activity;
7.
Development of the need for independent
actualization of the future elementary school
teachers themselves;
6.
Organization of individual educational
routes of future elementary school teachers.
7.
Encourage
independent
educational
activities of future elementary school teachers;
8.
The conditions for the cooperation of
teachers of the future primary class with students;
9.
To make it possible for future primary
school teachers to use the results of their research
on the period of practice in the formation of the
content of a scientific article, thesis at scientific and
practical conferences, coursework or Graduation
qualification work.
10.
Observation of the individual style of
activity of future elementary school teachers;
11.
Diagnosis of didactic preparation of future
primary school teachers for the development of
competencies related to the base and science in
students.
Depending on the orientation to professional
activities, future primary school teachers choose
individual educational routes aimed at improving
their didactic training. Teaching a teacher to
develop projects to summarize his work
experience ensures the smoothness of pedagogical
practice.
Didactic training of teachers of the future primary
class during pedagogical practice is reflected in the
development
of
the
following
abilities:
professional abilities
—
fundamental knowledge of
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Sciences and related disciplines, able to integrate
them into practical activities, conduct pedagogical
communication as an important element of the
pedagogical process; didactic abilities - the result-
orientation, accuracy, depth of the skills of
organizing the teaching process.
In pedagogical practice, it should be emphasized
that it is important to teach future primary school
teachers to imitate the teacher's individual style of
activity on the basis of analysis.
Students are involved in Educational-Research,
Educational-pedagogical practice during the
period of pedagogical practice [4]. Tasks of
educational and research pedagogical practice
aimed at improving the didactic preparation of
teachers of the future primary class for the
development of competencies on the base and
subject in students (the research component of the
practice is enhanced):
•
create conditions for the independent
development of the future primary school teachers
(practical assimilation of the theoretical rules of
research work);
•
teach students to create an active
environment in which they develop competencies
related to base and science;
•
testing methods that activate the cognitive
abilities of schoolchildren, practicing, making it
possible to correct them later;
•
to create individual educational routes,
develop assignments, teach them to publish, using
the methodology for the development of
competencies related to the base and science in
students to future elementary school teachers;
•
teaching the use of modern technologies for
the collection and processing of experimental data
in accordance with the problem of research in the
field of pedagogy;
•
creating a portfolio of personal pedagogical
achievements.
•
The tasks of educational and research
pedagogical practice aimed at improving the
didactic preparation of teachers of the future
primary class for the development of competencies
on the base and subject in students (the didactic
component of the practice is enhanced):
•
practical introduction to result-oriented
educational components;
•
conducting and practicing classes with the
introduction of technologies that stimulate the
development of competencies in the base and
science in students;
•
collection of experimental data on a specific
research problem-directed by teachers.
Therefore, pedagogical practice performs such an
important didactic function as an integrator that
combines theory with practice. In the process of
pedagogical practice, future primary school
teachers model their future professional activities.
During the internship, not only the professional,
but also the personal development of the future
specialist is accelerated, the ways of self-activation
of the individual are determined. Also, the goal of
pedagogical practice is not only to generalize or
integrate the theory, but also to qualitatively
describe and give examples for future elementary
school teachers to learn and discuss, as well as to
develop practical skills by introducing other
methods of learning.
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Fayzullaeva G.Sh. learning throughout life: new
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Science, Education and practice. Republican
Conference | 25.06.2022. ISSN: 2181-1776.
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894-900 p.
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R.A.,
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N.H.
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