CC BY
1Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal INTER EDUCATION & GLOBAL STUDY ISSN 2992-9024 (online) 2024, №5 (1)
Original paper
MUSTAQIL TA'LIM BO'LAJAK O'QITUVCHILARNING KASBIY RIVOJLANISHIDAGI ASOSIY ELEMENT SIFATIDA 5иШ8a i v. J — -ч
© M.X. Asheraliyeva1 H
1Guliston davlat pedagogika instituti, Sirdaryo, O'zbekiston Annotatsiya
KIRISH: hozirgi jamiyatda ta'lim tizimi madaniy-tarixiy taraqqiyot modelidagi o'zgarishlar tufayli jiddiy o'zgarishlarni boshdan kechirmoqda. Binobarin, turli innovatsiyalarni muvaffaqiyatli amalga oshirish uchun o'qituvchilar yuqori darajadagi kasbiy malakaga ega bo'lishi kerak.
MAQSAD: maqolada zamonaviy sharoitlarda o'qituvchilarning kasbiy tayyorgarligi muammolari muhokama qilinadi. Unda ta'kidlanganidek, o'z-o'zini boshqarish, mustaqil ta'lim bo'lajak o'qituvchilarning malakasini oshirish uchun zarurdir. Bundan tashqari, maqolada o'quvchilarning o'z-o'zini tarbiyalash faoliyatining xususiyatlari ko'rsatilgan va ularni qo'llab-quvvatlaydigan pedagogik shartlar tavsiflangan. Shuningdek, o'quvchilarning o'z-o'zini tarbiyalash faoliyati bosqichlari belgilanadi.
MUHOKAMA VA NATIJALAR: kelajakdagi kasbiy amaliyot uchun talabalar faol ravishda qo'shimcha bilimlarni izlashlari va mustaqil ish va doimiy o'z-o'zini o'qitish uchun zarur bo'lgan ko'nikmalarni rivojlantirishlari mumkin.
XULOSA: maqolaning muhokama qilingan qismlariga asoslanib, biz o'z-o'zini tarbiyalash faoliyati bo'lajak o'qituvchilarning kasbiy rivojlanishida hal qiluvchi rol o'ynaydi degan xulosaga kelishimiz mumkin.
Kalit so'zlar: talaba, o'qituvchi, kasbiy tayyorgarlik, o'z-o'zini tarbiyalash faoliyati, pedagogik sharoitlar.
Iqtibos uchun: Asheraliyeva M.X. Mustaqil ta'lim bo'lajak o'qituvchilarning kasbiy rivojlanishidagi asosiy element sifatida // Inter education & global study. 2024. №6. B. 212-216.
САМОСТОЯТЕЛЬНОЕ ОБУЧЕНИЕ КАК КЛЮЧЕВОЙ ЭЛЕМЕНТ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ БУДУЩИХ УЧИТЕЛЕЙ_
© М.Х. Ашералиева1Н
Тулистанский государственный педагогический институт, Сирдарё, Узбекистан Аннотация
ВВЕДЕНИЕ: в современном обществе система образования претерпевает серьезные изменения в связи с изменением модели культурно-исторического
© intereduglobalstudy.com
2024, ISSUE 5 (1)
ISSN 2992-9024 (online) 2024, №5 (1)
Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
развития. Поэтому для успешного внедрения различных инноваций преподаватели должны обладать высоким уровнем профессиональной компетентности.
ЦЕЛЬ: в статье рассматриваются проблемы профессиональной подготовки учителей в современных условиях. Как было отмечено, самоуправление, самостоятельное образование необходимы для повышения квалификации будущих учителей. Кроме того, в статье показаны особенности самообразовательной деятельности студентов и описаны педагогические условия, которые ее поддерживают. Также определены этапы самообразования студентов.
ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ: для будущей профессиональной практики студенты могут активно искать дополнительные знания и развивать навыки, необходимые для самостоятельной работы и непрерывного самообразования.
ЗАКЛЮЧЕНИЕ: на основании рассмотренных частей статьи можно сделать вывод, что деятельность самообразования играет решающую роль в профессиональном становлении будущих учителей.
Ключевые слова: студент, педагог, профессиональная подготовка, самобразовательная деятельность, педагогические условия.
Для цитирования: Ашералиева М. Х. Самостоятельное обучение как ключевой элемент профессионального развития будущих учителей // Inter education & global study. 2024. №6. С. 212-216.
SELF-DIRECTED LEARNING AS A KEY ELEMENT
IN THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS_
© Mavjuda X. Asheraliyeva 1H
1Gulistan state pedagogical institute,Sirdaryo, Uzbekistan_
Annotation
INTRODUCTION: in modern society, the education system is undergoing serious changes due to changes in the model of cultural and historical development. Therefore, for the successful implementation of various innovations, teachers must have a high level of professional competence.
AIM: the article examines the problems of professional training of teachers in modern conditions. As noted, self-government and independent education are necessary for improving the qualifications of future teachers. In addition, the article shows the features of self-educational activities of students and describes the pedagogical conditions that support it. The stages of self-education of students are also defined.
DISCUSSION AND RESULTS: for future professional practice, students can actively seek additional knowledge and develop the skills necessary for independent work and continuous self-education.
CONCLUSION: based on the considered parts of the article, it can be concluded that self-education activities play a decisive role in the professional development of future teachers.
© intereduglobalstudy.com
2024, ISSUE 5 (1)
INTER EDUCATION & GLOBAL STUDY
Key words: student, teacher, professional training, self-educational activities, pedagogical conditions.
This study employs a pedagogical approach centered on enhancing self-educational activities among students, particularly focusing on their role in the professional training of future teachers. The methodology integrates heuristic learning environments to promote cognitive independence, incorporates technological tools for research and collaboration, designs tasks that encourage critical thinking and application of knowledge, and incorporates reflective practices through self-analysis and self-assessment. By implementing these strategies, the study aims to cultivate students' abilities to engage independently in learning, apply theoretical knowledge practically, and develop essential skills for effective teaching and lifelong learning.
The term "self-educational activity" lacks a single, clear definition and is interpreted in various ways by different authors. For instance, A. V. Trukhin describes it as "active, self-regulated, personally and professionally significant cognitive activity"[2].
L. A. Alkova views students' self-educational activity as "a subset of educational activity where the student, while remaining under the teacher's control, engages in independent activity through self-learning, utilizing increasingly complex forms of independent work" [1].
According to I.F. Medvedev, "self-educational activity of students involves the process and outcome of developing students' skills to set educational tasks, execute educational actions and operations to solve problems, monitor the problem-solving process, and evaluate the results" [5].
I. V. Bryzgalova asserts that students' self-educational activity is supported by several pedagogical conditions: self-learning driven by educational and cognitive motivation; blending theoretical knowledge with value orientations; a heuristic approach to educational and cognitive activities; integrated methods, including activity-based tasks and cooperative pedagogy; and reflective practices during and after activities to minimize errors [6].
A. V. Trukhin outlines a different set of pedagogical conditions for promoting self-educational activities among students: fostering positive motivation for professionally oriented self-education, encouraging selectivity and active engagement; integrating classroom and extracurricular activities to ensure their complementarity and synergy; and utilizing computer information technologies [2].
According to E. I. Skafa, students' readiness for self-education is supported by several pedagogical conditions: creating heuristic situations that promote cognitive independence; providing technological support for productive learning, including problem-based and self-control methods; incorporating interactive and traditional active learning techniques; enabling students to independently design and follow personalized educational paths; and ensuring
For citation: Mavjuda X. Asheraliyeva (2024), Self-directed learning as a key element in the professional development of future teachers, // Inter education & global study, (6), pp. 212-216. (In Uzbek).
INTER EDUCATION & GLOBAL STUDY
organizational and pedagogical guidelines for transitioning to individualized educational routes in line with specific higher education institution policies [4].
Self-educational activities encompass the following stages:
1. Incentive-Oriented Stage: During this stage, students engage with required and supplementary literature, review lecture notes independently, complete assignments given by teachers, and prepare for tests and other ongoing assessments.
For instance, in a mathematics course for future primary school teachers, students might be assigned the following task: "Provide examples of equivalence relations, strict and non-strict order. Prove the correctness of these examples by analyzing their properties. Represent them using the most convenient method."
In completing this task and justifying their solutions theoretically, students utilize both university-level mathematics textbooks and elementary school mathematics textbooks.
2. Information and Motivational Stage: This stage aims to create conditions that motivate students to engage in independent activities, utilizing integrated tasks to achieve this. Here's an example of such a task:
Assignment: Determine the common property of the elements in the sets: A = {3, 6, 9, 12, 15}; B = {butterfly, bee, moth, dragonfly, wasp}.
While studying mathematics, students also explore the discipline of "Biology," which includes concepts in set B, consisting of various insects. To complete the assignment, students must consult electronic or printed encyclopedias and reference books. This task helps develop their ability to work with information sources, locate and summarize relevant facts.
Through various assignments, students independently search for information sources related to the discipline and beyond, write essays and review papers, analyze recent scientific publications on the studied topic, and prepare for practical classes in mathematical disciplines using computer technology.
3. Practical and Creative Stage: During this stage, students tackle increasingly complex problems, engage with theoretical material that extends beyond their discipline, and demonstrate their accumulated knowledge and skills through projects. They write creative abstracts, independently choose information sources to enhance their understanding, and expand their knowledge.
As part of this stage, students might undertake a project assignment. For instance, while studying the "Quantities" section, they could be tasked with creating educational web quests that have practical relevance to their future professional roles.
Here's an outline for students' independent activities in creating an educational web
quest:
1. Students select the topic for their web quest.
2. They choose a website offering templates for creating web quests.
3. Students then decide on the format for presenting tasks (such as presentation, text, or visual materials) before selecting and composing the tasks themselves.
4. They develop an evaluation system for assessing the completed web quest.
INTER EDUCATION & GLOBAL STUDY
5. Finally, students locate appropriate information sources that primary school children can utilize while completing the web quest.
These independent tasks not only enhance students' mathematical knowledge but also demonstrate the practical application of mathematics in their future careers.
4. Reflection Stage: Here, students evaluate their progress by completing self-analysis forms after each activity. They conclude the study of each topic by filling out self-assessment sheets.
ADABIYOTLAR RO'YXATI | СПИСОК ЛИТЕРАТУРЫ | REFERENCES
1. Alkova, L. A. "Methodological approaches to the study of the process of formation of self-educational competence of a university student." World of Science, Culture, Education 2 (2012): 22-25.
2. Trukhin, Alexander Valerievich. "The essence of self-educational activity in the military pedagogical process." Azimuth of Scientific Research: Pedagogy and Psychology 7.3 (24) (2018): 240-243.
3. Gerasimova, A. G. "Preparing students for professional activities in the conditions of digitalization of education." Modern Science-Intensive Technologies 7 (2020): 136140.
4. Skafa, E. I. "How does the methodological competence of a mathematics teacher change in the digital era?." Human Capital 2.12 (2021): 156.
5. Medvedev, Igor Fedorovich. "Use of distance-modular technology in organizing independent educational activities of students." Siberian Pedagogical Journal 2 (2012): 51-56.
6. Bryzgalova, Irina Viktorovna. "Research activities of university cadets of the Federal Penitentiary Service of Russia as a means of motivating educational and cognitive activities." Business. Education. Law 2 (2019): 461-464.
MUALLIF HAQIDA MA'LUMOT [ИНФОРМАЦИЯ ОБ АВТОРЕ] [AUTHORS INFO]
Asheraliyeva Mavjuda Xudaynazarovna, doktorant [Ашералиева Мавжуда Худайназаровна], [Mavjuda Kh. Asheraliyeva], manzil: Guliston shahri, Boston MFY, 4- mavze, 28 uy, 7 xonadon [адрес: город Гулистан, Бостон MFY, 4-й квартал, 28/7 ], [address: Gulistan city, Boston MFY, 4th district, 28/7]; E-mail: asheraliyevamavjuda@gmail.com
