CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
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VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-02
Page: - 05-08
RESEARCH ARTICLE
Interactive Educational Methods in Teaching Pedagogical
Theory
M.A. Mukhtoralieva
Doctoral student of NamSU. Namangan, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
10 January 2025
INTRODUCTION
Today, the construction industry is one of the most
important sectors in society. Decree PF-6119 of President
Sh. Mirziyoyev dated November 27, 2020 on the approval
of the strategy of modernization, rapid and innovative
development of the construction industry of the Republic
of Uzbekistan for 2021-2025 is of incomparable
importance in this regard. It is an urgent task to deliver this
science, which prepares future engineers and builders, to
the owners of the field at a high level. In this regard, the
use of various interactive methods has been recognized by
the international community of pedagogues as highly
effective [1].
METHODOLOGY
In recent years, the integration of interactive educational
methods into pedagogy has transformed traditional
teaching paradigms, particularly in the teaching of
pedagogical theory. Pedagogical theory, as an essential
subject for aspiring educators, not only provides a
foundation for understanding educational principles and
practices but also equips future teachers with the necessary
knowledge to adapt to dynamic classroom environments.
As education evolves, so too must the methods by which it
is delivered. Interactive educational methods have proven
to be a powerful tool in making the theoretical knowledge
of pedagogy more engaging, practical, and accessible.
Interactive teaching methods, by definition, involve active
participation and engagement from students, which
contrasts with traditional, passive forms of learning where
students typically receive information through lectures and
rote memorization. Techniques such as group discussions,
problem-solving activities, case studies, simulations, role-
playing, and collaborative projects allow students to
engage with content more deeply, applying theory to real-
world scenarios. In teaching pedagogical theory, these
methods not only promote critical thinking and reflection
but also encourage students to examine and critique
various
pedagogical
frameworks
from
multiple
ABSTRACT
This article explores the role and effectiveness of interactive educational methods in teaching pedagogical theory. It highlights
the significance of active learning strategies, which promote student engagement and foster deeper understanding of theoretic al
concepts in pedagogy. The article discusses various interactive teaching techniques such as group discussions, case studies, role-
playing, simulations, and collaborative projects, emphasizing their ability to enhance critical thinking, problem -solving skills,
and the application of theoretical knowledge in real-life contexts. The author argues that interactive methods not only improve
student motivation and participation but also contribute to the development of essential professional competencies in future
educators. The article also examines how these methods help bridge the gap between theory and practice, making learning more
dynamic and relevant. Overall, it stresses the importance of integrating interactive approaches into pedagogical theory cours es to
improve teaching quality, increase student satisfaction, and better prepare learners for practical teaching challenges.
Keywords:
Interactive method, construction, teaching, science, innovation, education.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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perspectives.
One of the main benefits of interactive methods in teaching
pedagogical theory is their ability to bridge the gap
between theory and practice. Pedagogical theory often
presents abstract concepts that can seem disconnected from
the realities of teaching. By applying interactive techniques
such as simulations and role-playing, students can enact
real classroom scenarios, experimenting with different
teaching strategies and observing their outcomes. For
example, students may simulate classroom management
techniques or teach micro-lessons to their peers, gaining
practical insights into how theoretical concepts such as
learning styles, motivation, and assessment work in
practice. This hands-on experience not only enhances
students' understanding of pedagogical theories but also
prepares them for the challenges of real-life teaching.
Another key advantage of interactive methods is their
ability to foster collaboration and communication among
students. In a typical pedagogical theory course, students
may come from diverse backgrounds and have different
learning styles. Interactive methods such as group
discussions, peer reviews, and collaborative projects
encourage
students
to
share
their
experiences,
perspectives, and interpretations of pedagogical concepts.
This collaborative environment helps students develop a
deeper understanding of the material, as they are exposed
to different viewpoints and are challenged to defend their
own ideas. Furthermore, these activities help students
develop critical interpersonal skills, such as teamwork,
leadership, and conflict resolution, which are essential for
future educators.
Moreover, interactive educational methods have the
potential to enhance student motivation and engagement.
Traditional lecture-based teaching methods can sometimes
result in passive learning, where students are less likely to
actively engage with the material. In contrast, interactive
methods create a more dynamic learning environment,
where students are encouraged to actively participate, ask
questions, and contribute to discussions. This active
participation increases students' investment in the learning
process and makes the content more memorable and
meaningful. When students are directly involved in the
learning process, they are more likely to retain information
and apply it in future teaching contexts.
Despite
the
numerous
benefits,
the
successful
implementation of interactive methods in teaching
pedagogical theory requires careful planning and
preparation. Educators must ensure that the activities are
aligned with learning objectives and that all students have
the opportunity to actively participate. Moreover, the use
of technology, such as online discussion forums,
multimedia resources, and virtual classrooms, can further
enhance the interactivity and accessibility of the learning
experience. Many scientific works and researches of local
scientists A. Khamidov, I. Abdurahmonov, R. Mavlonova,
J. Yoldoshev, G. Shanazarova, I. Kasimov have been
studied. According to them, the role of construction
materials
industry
enterprises
in
the
economic
development of the country is high. Currently, ensuring
stable growth rates in the production and export of
competitive products, as well as deepening structural
changes aimed at modernization of construction materials
industry enterprises, technical and technological renewal,
and modern communication methods of management. they
take into account the implementation of systematic work
on innovative development.
RESULTS
A modern teacher should understand that he should not be
an "actor", but rather a "director" in the course of the
lesson. An effective lesson requires serious responsibility
and pedagogical skill from the teacher. Today, students
have their own views, opinions and demands. Since the
goal is to produce qualified specialists in the field, first of
all, the organization of classes and their correct distribution
is an urgent task facing the teacher. The teacher should be
familiar with several new educational methods, innovative
educational methods and be able to use them in the course
of the lesson.
It is appropriate to choose the appropriate educational
technologies for mastering each lesson, subject, and
academic subject. In particular, interactive educational
methods are effective methods for mastering subjects. A
number of modern educational methods are widely used
today. In particular, educational technologies such as
"Brainstorming", "Cluster", "VENN diagram", "BBB",
"FSMU" are effective educational technologies. Also,
methods such as "Comparison method", "Circle method",
"6x6x6", "Reverse test" have their own role in ensuring the
effectiveness of the lesson.
Interactive methods listed and recognized by other
international pedagogical societies can be used to teach
students technical terms. Below we will take a closer look
at some of them [2].
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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"3x4" technology
Description of technology. This activity helps students to
solve a specific problem by thinking individually (or as a
group of people), find a solution, choose the one from
many ideas, generalize the selected ideas and have a clear
understanding of the problem (or topic) based on them.
teaches to generate and approve ideas.This technology is
carried out in writing with students first individually, and
then in groups of people.
The purpose of technology is to enable students to think
freely, independently and logically, to work as a team, to
strive, to concentrate their thinking, to form theoretical and
practical understanding, to convey their opinion to the
team, to approve it; to solve the problem and to learn to
apply the knowledge gained from the topics covered in
giving a general understanding of the topic [3].
"Brainstorming" method
"Brainstorming" is the most effective way to solve a
problem by gathering free ideas and opinions expressed by
group participants and reaching a certain solution through
them. When used correctly and creatively, it teaches a
person to think freely, creatively and non-standardly. Ways
to solve various problems are sought with the help of
"brainstorming". This method allows you to quickly collect
and summarize the opinion of each member of the group.
Brainstorming can also be used when students do not have
enough information about the problem. In this unexpected,
ordinary situation, the unexpected antique clothes allow
you to shine.
When brainstorming is used, the exercise usually consists
of two steps: the first step is the proposal step (the
brainstorming itself) and the second step is the analysis and
sorting of solutions step. will be compatible [4].
"Panel discussion" method
Description: Held in a group (20 people or more): The
discussion problem is expressed by the teacher;
Students are divided into groups of 5-6 people and sit in a
circle in the auditorium;
Members of each group choose a representative or
chairman who will defend their point of view during the
discussion;
The problem is discussed in a group of men for 15-20
minutes and a general point of view is developed;
The representatives of the groups gather in the middle of
the circle and have the opportunity to express the opinion
of the group in order to protect the point of view of the
group. The rest of the participants observe the discussion
process and how clearly the representatives of the groups
express the general point of view. They are not allowed to
express their opinions, but during the discussion they have
the opportunity to send personal letters in which they wrote
down their opinions;
Representatives of groups can take a break to consult with
other members;
The panel discussion ends after the end of the allotted time
or after the decision is made;
After the discussion, the representatives of the groups
make critical comments on how the discussion went, and
decisions are made by all participants [5].
DISCUSSION
The main principles of the method are as follows:
➢
It is required to determine the purpose of
learning in advance.
➢
The learning process should be directed to a
certain task.
➢
The task provides the following: This is the
basis for obtaining relevant information.
CONCLUSION
In conclusion, interactive educational methods offer a
dynamic and effective way to teach pedagogical theory. By
incorporating techniques such as group discussions,
simulations, and collaborative projects, educators can
foster a more engaging and practical learning environment.
These methods not only help students understand and
apply theoretical concepts but also develop critical skills
necessary for successful teaching careers. As the field of
education continues to evolve, embracing interactive
approaches will be essential for preparing the next
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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generation of educators to meet the demands of modern
classrooms.
REFERENCES
1.
Decree PF-6119 of November 27, 2020 of the
President of the Republic of Uzbekistan Sh.
Mirziyoyev on approval of the strategy of
modernization, rapid and innovative development of
the construction industry of the Republic of
Uzbekistan for 2021-2025
2.
R.A.
Mavlonova,
N.H.
Rahmonkulova,
K.O.
Matnazarova, M.K. Shirinov, S. Hafizov. General
pedagogy. - T.: "Science and technology", 2018.
3.
Muratova S. The Use Of Innovational Techniques In
Teaching The Topic Emotional Characteristics Of
Individuality //Science and innovation. – 2024. – Т. 3.
– №. B2. – С. 138-143.
4.
J.Yoldoshev, S.Usmanov "Basics of pedagogical
technology" 2024.y Educational manual.
5.
Kempthorne P. et al. -How to Do It: A Panel
Discussion //Statistical Science. – 1991. – Т. 6. – №.
2. – С. 149-162.
