Ta'lim innovatsiyasi va integratsiyasi
43-son_3-to’plam_Aprel -2025
ISSN: 3030-3621
266
TEACHING SKILLS: TRANSITIONING FROM TRADITIONAL TO
PRACTICAL EDUCATION
Xolmatova Elnura
Teacher, Fergana State University
Odilova Mohinur
Fergana State Universitety 4 cource 21.100 group
Abstract:
The use of innovative methods in teaching English to primary school
students makes the language learning process more effective and interesting. The use
of new methods and technologies, the introduction of interactivity by the teacher into
the lesson process and the active participation of students make the language learning
process more effective. Innovative methods, such as games, multimedia tools, online
resources and modern communication technologies, allow students to pass the lesson
more lively and interactively. These methods help develop students' creativity, critical
thinking and communication skills. At the same time, these methods create the
opportunity to ensure an individual approach to teaching, taking into account the
specific needs of each student. The use of innovative teaching methods, especially in
primary school, increases motivation for language learning and increases students'
interest in English. As education systems worldwide evolve to meet the demands of the
21st century, the transition from traditional to practical learning environments has
become not only relevant but imperative. This study investigates the development and
transformation of teaching skills required to facilitate this pedagogical shift. Using the
IMRaD structure, the research provides a detailed analysis of theoretical foundations,
quantitative survey results, and deep insight into the context of Uzbekistan’s education
system. The findings indicate that although awareness of practical education is
growing, challenges such as limited training, rigid curricula, and lack of digital
resources hinder effective classroom implementation.
Keywords:
Practical education, Teaching transformation, Active learning, 21st-
century skills, Educational reform, Digital integration.
ИСПОЛЬЗОВАНИЕ ИННОВАЦИОННЫХ МЕТОДОВ ОБУЧЕНИЯ
АНГЛИЙСКОМУ ЯЗЫКУ В НАЧАЛЬНЫХ КЛАССАХ
Аннотация:
По мере того как образовательные системы во всем мире
развиваются в соответствии с требованиями XXI века, переход от традиционного
обучения к практико-ориентированному становится не только актуальным, но и
необходимым. В данном исследовании рассматриваются навыки преподавания,
необходимые для эффективной реализации этого перехода. С использованием
Ta'lim innovatsiyasi va integratsiyasi
43-son_3-to’plam_Aprel -2025
ISSN: 3030-3621
267
структуры IMRaD представляется подробный анализ теоретических основ,
результаты количественного опроса и глубокий обзор образовательного
контекста Узбекистана. Полученные данные показывают, что, несмотря на
растущее осознание важности практического обучения, его эффективному
внедрению препятствуют такие факторы, как недостаток подготовки, жесткие
учебные программы и нехватка цифровых ресурсов.
Ключевые
слова:
Практическое
образование,
Трансформация
преподавания, Активное обучение, Навыки XXI века, Образовательные
реформы, Цифровая интеграция.
Introduction
In the 21st century, education must equip learners not only with knowledge but
also with transferable skills such as collaboration, digital literacy, critical thinking, and
adaptability. Traditional education systems—focused on lectures, memorization, and
standardized exams—are increasingly outdated and insufficient for preparing students
for dynamic global challenges.
Practical education, in contrast, emphasizes real-world learning through project-
based tasks, inquiry, teamwork, and digital tools. It draws from experiential learning
theories (Kolb, 1984) and constructivist pedagogy (Dewey, 1938), placing learners at
the center of their educational journey. In practice, this means encouraging students to
engage with problems, build solutions, and reflect on their learning.
Countries like Finland, Singapore, and Canada have successfully adopted
flexible, student-centered approaches with supportive policies and infrastructure. In
Uzbekistan, educational reforms have begun to encourage similar shifts. However,
rigid curricula, limited teacher training, and insufficient ICT access still dominate most
classrooms.
This study explores how secondary school teachers in Uzbekistan are adapting
to practical education, what methods they use, what obstacles they face, and what
outcomes they observe.
Literature analysis and methodology
This mixed-methods study combined surveys and interviews to investigate
teaching practices. A total of 50 teachers from five Uzbek regions (urban and rural)
participated. Subjects included English, Math, Science, History, and ICT. Participants
had between 1 and 32 years of experience.
A 25-question structured questionnaire measured:
1. Teachers’ views on practical vs traditional teaching
2. Types and frequency of methods used
3. Confidence in using digital tools
4. Observed student outcomes
Ta'lim innovatsiyasi va integratsiyasi
43-son_3-to’plam_Aprel -2025
ISSN: 3030-3621
268
5. Perceived institutional challenges
A subset of 10 teachers participated in follow-up interviews to elaborate on their
responses. Data was analyzed through SPSS (quantitative) and NVivo (qualitative),
focusing on themes like teacher autonomy, training gaps, and school culture.
Results
88% of teachers believed practical methods are more effective than traditional
approaches
However, only 34% used them regularly
Most common methods: Group work (68%), class discussions (63%), visual aids
(56%)
Less used methods: PBL (18%), flipped classrooms (6%), role-play (12%)
Technology Use:
58% used digital tools like Google Classroom and Zoom
Urban teachers had better access than rural ones (only 21% of rural teachers felt
confident with ICT)
Perceived Student Benefits:
Increased engagement: 76%
Improved collaboration: 64%
Better independent learning: 49%
Growth in critical thinking: 55%
Main Barriers:
Lack of resources: 56%
Inflexible curriculum: 47%
Lack of training: 41%
Large class sizes: 32%
Low leadership support: 29%
Discussion
The findings echo global research on the benefits of practical education (Bell,
2010; OECD, 2018). Teachers recognize that practical learning improves engagement
and understanding. However, systemic issues like curriculum overload and digital
inequality limit actual practice.
Younger teachers and those with recent training are more likely to use modern
methods. In contrast, experienced teachers may lack confidence or face pressure to
adhere to traditional formats.
Leadership plays a key role—schools with supportive principals and
collaborative cultures showed higher innovation. Thus, teacher training alone is not
enough; institutional support is essential.
Ta'lim innovatsiyasi va integratsiyasi
43-son_3-to’plam_Aprel -2025
ISSN: 3030-3621
269
Curriculum and assessment reforms are also necessary. If exams prioritize
memorization, teachers will be hesitant to invest time in active learning strategies. A
shift toward competency-based assessment is needed.
Conclusion
Uzbekistan is making progress in educational reform, but for practical education
to thrive, deeper structural change is required. Teachers must be empowered, trained,
and equipped—not only with skills but also with time, space, and institutional support.
When implemented well, practical teaching enhances student motivation,
collaboration, and problem-solving—critical attributes for future-ready learners.
Recommendations
Train teachers regularly on practical pedagogy and digital tools
Modernize curriculum to allow flexibility and project-based learning
Expand access to ICT in all schools
Develop school leadership to support classroom innovation
Encourage teacher-led action research and professional learning communities
References
1.
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
IRRODL, 12(3), 80–97.
2.
Bell, S. (2010). Project-based learning for the 21st century. The Clearing House,
83(2), 39–43.
3.
Darling-Hammond, L. (2006). Powerful teacher education. Jossey-Bass.
4.
Dewey, J. (1938). Experience and education. Macmillan.
5.
Kolb, D. A. (1984). Experiential learning. Prentice-Hall.
