Ta'lim innovatsiyasi va integratsiyasi
44-son_1-to’plam_May-2025
ISSN: 3030-3621
90
THE ROLE OF INNOVATIVE METHODS IN THE FORMATION OF
PROFESSIONAL COMPETENCES OF A FUTURE TEACHER
Karimova Fotima Abdukakhkharovna,
Independent researcher of the Andijan
State Institute of Foreign Languages.
Abstract.
This article examines the role of innovative methods in the formation
of professional competencies of a future teacher. Innovative teaching methods also
include gaming technologies. World pedagogy has accumulated significant experience
in using games in the educational process. Games are the most important means of
mental and moral education. With the help of gaming technologies, a teacher can
simultaneously give students theoretical and practical knowledge.
Key words:
future teacher, gaming technologies, educational process, learning
process, student independence.
In modern times, the change of priorities and social values in education
determines the importance of continuous improvement of the activities of educational
organizations. At the same time, special emphasis should be placed on updating the
strategy and tactics of training specialists who should be not only competent, but also
mobile
1
. Under these conditions, the educational process in a higher education
institution should be focused on student independence and increasing the effectiveness
of the learning process itself.
Achieving this goal is determined not only by what content is learned, but also
by how this process is organized: collectively or individually, with the help of
innovative teaching methods or reproductive ones. Innovative teaching methods also
include gaming technologies.
World pedagogy has accumulated significant experience in using games in the
educational process. Games are the most important means of mental and moral
education. They are universal means of cognition, promote creative development and
combine educational and game tasks. With the help of game technologies, a teacher
can simultaneously give students theoretical and practical knowledge. Each game
should be aimed at solving a problem. When using game technologies in the
educational process, students develop creative thinking and their cognitive activity is
activated.
1
Navasardyan, A. A. Theoretical aspects of using game technologies in the process of professional education
/A. A. Navasardyan, E. M. Boltunova, T. V. Filikina// Innovative technologies in higher professional education: collection
of conference papers.-Ulyanovsk, 2011.-p. 16.
Ta'lim innovatsiyasi va integratsiyasi
44-son_1-to’plam_May-2025
ISSN: 3030-3621
91
The concept of “game technologies” includes a fairly broad group of techniques
for organizing the pedagogical process in the form of various pedagogical games
2
. The
main difference between a pedagogical game and other games is a specific set learning
goal, a corresponding pedagogical result that can be substantiated, clearly identified
and characterized by an educational and cognitive focus.
The game form of classes is created during classes using game techniques and
situations that act as a means of stimulating learning activities. Students' activities
should be built on the creative use of games and game actions in the educational
process, and the age needs of students should be taken into account. Game technologies
are an integral part of pedagogical technologies. The famous teacher D. B. Elkonin in
his book "Psychology of the Game" was engaged in the development of the theory of
the game, its methodological foundations and clarified its importance for the
development of the student
3
.
Having analyzed the phenomenon of the game, D. B. Elkonin came to the
conclusion that "the game is an activity in which social relations between people are
recreated outside the conditions of directly utilitarian activity." He identifies the
structural units of the game - these are the roles that the players take on, the plot of the
relationship that is transmitted in the game and the rules of the game that the players
obey. The structure of the game includes goal setting, planning, goal implementation
and analysis of the results in which the individual realizes himself fully as a subject.
Researcher S. A. Shmakov identifies features that are characteristic of most
games. Firstly, it is a free activity that is undertaken at the request of a person, for the
sake of the pleasure of the process itself, and not just the result. Secondly, the game
has a creative, improvised nature of activity. Thirdly, it is an emotional uplift of
activity, rivalry and competition and the presence of rules that reflect the content of the
game, the sequence of its development
4
.
The outstanding teacher G. K. Selevko presents his classification of games.
Games using gaming technologies should be divided by their type of activity: physical
(motor), labor, social, intellectual (mental). By the nature of the pedagogical process:
educational, cognitive, educational, reproductive, career guidance. By game
methodology: role-playing, business, subject and simulation. By subject area, the
following are distinguished: mathematical, musical, sports. By gaming environment:
tabletop, computer, technical, with means of transportation
5
.
2
Verbitsky, A. A. Active learning in higher education: contextual approach/A. A. Verbitsky//study guide/A. A.
Verbitsky. — M., 1991.-P. 207.
3
Elkonin, D. B. Psychology of the Game: textbook/D. B. Elkonin.-2nd ed. — M.: Vlados, 1999.-p. 360.
4
Shmakov, S. A. Students' games - a phenomenon of culture: textbook/S. A. Shmakov. — M.: New School, 2004.-p.
240.
5
Selevko, G. K. Modern educational technologies: Textbook/G. K. Selevko — M.: Public education, 1998. — p. 256.
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ISSN: 3030-3621
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The main direction of improving the methods of preparing students is the use of
active teaching methods in the educational process, which are based on the creative
thinking of students, activate their cognitive activity. They help to make independent
decisions and facilitate their implementation.
In world pedagogy, significant experience has been accumulated in using games
in the educational process. Most often, games are used in the educational process to
make the lesson more interesting, entertaining, helping to illustrate the material.
Mastering the educational material in this situation becomes a means of achieving the
game goal.
When conducting lessons with the help of gaming technologies for law students,
you can use individual, paired or group games. Students will study various legal
documents, learn to work with them.
They will be offered various legal and illegal situations that they will encounter
in their professional activities. It is through gaming technologies that they will develop
independence, and their interest in the chosen profession will increase. The teacher
developing the game must explain to the students their responsibilities. And fulfill their
own, which boil down to the following: the game leader must direct and control the
work of his deputies and assistants, monitor the progress of the game, study the content,
style and methods of work of the students when working on the most difficult issues,
instructions for further work, summing up.
Students are responsible for collecting data, studying additional information and
summarizing information. Students must also report to the game manager on the
progress of planned activities and decisions taken, develop and make proposals to the
teacher to eliminate the shortcomings identified in the work. During the game, students
experience the emotional richness of the learning process, and motivation also
increases. Preparation for professional activity occurs, knowledge and skills are
formed.
The subject matter, target setting, forms, and methods of business games are
different, but they all contribute to the development of general and professional
competencies of future teachers. These include: understanding the essence and social
significance of their future profession, showing interest in it, organizing their own
activities, determining methods for solving professional problems, assessing their
effectiveness and quality, making decisions in standard and non-standard situations,
searching for and using information necessary for the effective implementation of
professional tasks, professional and personal development, working in a team,
interacting with management, colleagues, and social partners.
Thus, the use of gaming technologies shows a positive result. Students take part
in professional skills competitions and olympiads with interest, become more active,
and begin to show interest in their future profession.
Ta'lim innovatsiyasi va integratsiyasi
44-son_1-to’plam_May-2025
ISSN: 3030-3621
93
It can be concluded that games allow the teacher to teach students to work in a
team, develop their communicative skills and abilities, and help relieve nervous
tension. Students develop the ability to conduct a proper dialogue with the teacher.
References:
1.
Verbitsky, A. A. Active learning in higher education: contextual approach/A. A.
Verbitsky//study guide/A. A. Verbitsky. — M., 1991.-P. 207.
2.
Navasardyan, A. A. Theoretical aspects of using game technologies in the process
of professional education /A. A. Navasardyan, E. M. Boltunova, T. V. Filikina//
Innovative technologies in higher professional education: collection of conference
papers.-Ulyanovsk, 2011.-p. 16.
3.
Selevko, G. K. Modern educational technologies: Textbook/G. K. Selevko — M.:
Public education, 1998. — p. 256.
4.
Shmakov, S. A. Students' games - a phenomenon of culture: textbook/S. A.
Shmakov. — M.: New School, 2004.-p. 240.
5.
Elkonin, D. B. Psychology of the Game: textbook/D. B. Elkonin.-2nd ed. — M.:
Vlados, 1999.-p. 360.
