International Journal of Pedagogics
74
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
74-78
10.37547/ijp/Volume05Issue01-21
Methodological approach
–
as an important basis of the
comparativist approach in primary education
Otamirzayeva Kohinur Ilkhomjon qizi
Namangan State University, 3rd year PhD student, Uzbekistan
Received:
23 October 2024;
Accepted:
25 December 2024;
Published:
27 January 2025
Abstract:
This article discusses the methodological approach as an important basis of the comparativist approach
in primary education. Because the use of methodology is a critical basis of the comparativist approach in primary
education. It ensures that comparisons are objective, accurate and meaningful, and provides valuable insights
that inform policy and practice. By adhering to methodological principles, researchers can contribute to the
continuous improvement of primary education systems, ensuring equity, inclusion and high-quality education for
all children. This methodological basis is necessary to ensure that the comparative approach is accurate,
meaningful and useful for improving the education system.
Keywords:
Methodological approach, comparativist approach, equity, inclusion, enhancing teacher professional
development, effective teaching strategies, evaluation and comparison.
Introduction:
Nowadays, methodological innovations
and improvements are being carried out in the process
of primary education in our country. This is a natural
phenomenon
and
a social
and
pedagogical
phenomenon associated with the necessity of a new
stage of our development. In this regard, it should be
noted that the scientific and methodological study of
the following methodological problems of primary
education is relevant:
1) the issue of scientific and methodological research of
new directions included in the function of primary
education;
2) the issue of scientific and methodological research of
the problems of individual, distance and digital
teaching of primary education;
3) the issue of scientific and methodological research of
the criteria for using the experience of foreign
countries in the process of primary education;
4) the issue of scientific and methodological research of
individual primary education methodologies of
experienced primary school teachers.
It should be noted that the study of these issues is
necessary today. Today, these issues are emerging as
factors for updating and improving primary education
methodology. By studying them, it becomes possible to
solve emerging problems in a timely manner in a
generalized manner
Literature Analysis
Methodology itself can be defined as follows:
methodology is a doctrine about the organization of
human scientific and practical activity, methods that
ensure the effectiveness of research activities, their
role and significance in knowledge, the nature of
theoretical and methodological problems that arise in
research.
The concept of methodology is complex and is not
always interpreted in the same way. Currently, the
methodological basis of pedagogical science is
philosophy. “The main problem of philosophy is to
clarify the relationship between objective existence
and man. The study of the existence of man with the
universe is the study of the infinite activity and
character of man. The leading role of education in the
manifestation of the individual at the level of
personality has long been recognized by philosophers
(Aristotle, Plato, Socrates, Democritus, etc.), and the
problem of human education is included in the main
problems of philosophy.
Thus, pedagogical thoughts and ideas began to emerge
within the framework of philosophical teachings and
developed over the years, as a result of which
International Journal of Pedagogics
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https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
pedagogy emerged as an independent science.
Therefore, it can be said without hesitation that the
methodology of the discipline of pedagogy is formed by
modern philosophy, its theory of knowledge, which
expresses the laws of social development,” N.
Sayidahmedov .
Thus, methodology is used primarily in a broad sense -
as the methodology of science, and is considered the
philosophical basis of scientific knowledge for all
scientific disciplines. Methodology as a science is a
doctrine (theory) about the knowledge of objective
existence. In a narrow sense, it means the theory of
scientific knowledge for specific scientific disciplines,
including pedagogy.
Scientists who study methodology as a general
scientific basis (M.S. Burgin, B.S. Gershunsky,
M.LRozhkov, S.S. Rozova, N.Sayidahmedov, etc.)
emphasize that the methodology of knowledge should
be grouped as a doctrine about scientific-cognitive
activity and the knowledge that is its result, its defining
criteria, forms and methods of activity aimed at
mastering knowledge, as well as the methodology of
practical activity as a doctrine about a specific structure
of activity, the logic of its organization, methods and
means. M.I. Rozhkov logically develops the essence of
this approach and emphasizes the need to form two
relatively distinct subsystems in the system of sciences,
known as cognitive and practical-applied.
For example, B.S. Gershunsky, N.D. Nikandrov, noting
that pedagogical methodology can have a practical
orientation, put forward the following idea as an
excep
tion: “Of course, this situation cannot be
distorted. In particular, it would be wrong to perceive
any practical recommendations indicating methods for
performing certain specific actions as a special form of
methodology. Excessive abstraction of methodology,
any generalization, any theoretical conclusion divorced
from practice, and in some cases, the recognition of the
idea that justifies the importance of the idea put
forward by the author as a methodological concept are
clear examples of its distortion.
The role of methodology in the development of
pedagogical science was also studied by V.I. Zhuravlev,
and in this study the main attention is paid to its
practical tasks. The author sees the tasks in this regard
in recommendations for the management of the
development of scientifically based technology in
specific areas of activity.
According to the Uzbek scientist, philosopher S.
Shermuhamedov: “methodology –
(Greek
–
the
doctrine of methods) as a creative process that arose
on the basis of the methods and means of scientific
knowledge, the laws of scientific research, their
comparison and systematization”
Thus, methodology studies the essence of scientific
cognitive activity, theoretical problems of its methods
and means, as well as the laws of scientific research as
a social process.
METHODOLOGY
The article discusses the methodological approach as
an important basis for the comparative approach in
primary education.
RESULTS
It is well known that the comparative approach in
primary education is based on the use of a
methodology for analyzing and understanding
educational practices and outcomes in different
contexts. This methodological framework is necessary
to ensure that the comparative approach is valid,
meaningful, and useful for improving the education
system. There are several key aspects of the
methodology that are crucial for a comparative
approach in primary education. These are:
1.
Ensuring
objectivity
and
validity.
The
methodology ensures that comparisons made between
different education systems are based on objective and
valid data. By using systematic data collection and
analysis methods, researchers can avoid biases that
may arise from cultural or personal perspectives. This
objectivity is crucial in primary education, where the
goal is to identify practices that truly enhance learning
and development.
2.
Facilitate meaningful comparisons. Primary
education systems vary across countries and regions,
each with its own unique socio-cultural, economic and
political contexts. Methodological rigor allows
researchers to take these differences into account,
ensuring that comparisons are valid and meaningful.
For example, standardized assessment tools can be
adapted to local contexts while maintaining their
reliability and validity, allowing for fair comparisons of
student performance.
3.
Support replicability and generalizability.
Methodological approaches in comparative education
enable research to be replicated, allowing other
researchers to verify findings, and applying them to
different contexts. This replicability is essential for
building a robust div of evidence about what works in
primary education. When the methodology is clearly
defined and followed, other educators and
policymakers can replicate successful interventions in
their own contexts, which enhances the generalizability
of findings.
4.
Increasing analytical depth. Methodologies
provide the tools needed to explore educational
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
phenomena in depth. Qualitative methods such as case
studies and ethnography can reveal the nuances of how
students and teachers experience and implement
learning practices. Quantitative methods such as large-
scale assessments and statistical analyses can identify
patterns and correlations across different education
systems. Together, these methods provide a
comprehensive understanding of primary education
practices and outcomes.
5.
Informing policy and practice. One of the main
goals of a comparative approach to primary education
is to inform practice. Methodologically sound research
provides evidence-based insights that help teachers
make informed decisions. For example, comparative
research can identify effective teaching strategies,
curriculum design, and policy interventions that have
been successful in other contexts, providing valuable
lessons for improving primary education systems.
6.
Promoting
equity
and
inclusion.
Methodological rigor is essential to identifying and
addressing disparities in primary education. By
systematically comparing educational outcomes across
demographic groups and regions, researchers can
identify
inequalities
and
propose
targeted
interventions. This is particularly important to ensure
that all children, regardless of their background, have
access to high-quality education and the opportunity to
succeed.
7.
Fostering intercultural understanding. Primary
education is deeply influenced by cultural values and
social norms. Comparative methodology helps
researchers understand how these cultural factors
shape educational practices and outcomes. For
example, ethnographic research can help researchers
understand how cultural attitudes towards education
affect teaching and learning in different contexts. This
understanding is essential for developing culturally
sensitive educational practices that respect and include
diverse cultural perspectives.
8.
Supporting continuous improvement. A
comparative approach based on methodological rigor
supports continuous improvement in primary
education systems. By systematically evaluating and
comparing educational practices, researchers can
identify areas for improvement and innovation. This
ongoing process of evaluation and comparison helps
ensure that primary education systems evolve in
response to changing needs and challenges.
9.
Enhancing teacher professional development.
Methodological research in comparative education can
also inform teacher professional development
programs. By identifying effective teaching practices
and models of professional development from
different contexts, researchers can provide valuable
insights for developing programs that enhance teacher
competence and knowledge. This, in turn, leads to
improved quality of education and improved student
learning outcomes.
10.
Promoting global collaboration. Finally, the
use of a methodology in a comparative approach
facilitates global collaboration in primary education.
Methodologically sound research provides a common
language and framework for educators and
policymakers around the world to share experiences,
challenges, and solutions. This global exchange of
knowledge and best practices contributes to the
comprehensive improvement of primary education
systems around the world.
11.
Stimulating innovation in educational practice.
Methodological approaches in comparative education
can identify innovative practices that can be adapted
and implemented in contexts other than those of
different education systems. By systematically
examining and comparing different pedagogical
methods,
curriculum
designs,
and
classroom
management practices, researchers can identify
creative and effective solutions that address common
educational challenges. This can lead to the adoption of
innovative practices that improve student engagement
and learning outcomes.
12.
Strengthening
curriculum
development.
Methodological rigor in comparative education helps to
evaluate and improve curriculum development. By
comparing curricula in different education systems,
researchers can identify strengths and weaknesses, as
well as good practices that can be integrated into local
curricula. This process ensures that the curriculum is
comprehensive, balanced, and relevant to the
educational goals and needs of students.
13.
Strengthening assessment and evaluation.
Comparative methodologies provide a solid foundation
for evaluating and evaluating the primary education
system. By using standardized assessment tools and
evaluation methods, researchers can systematically
measure student performance, teacher effectiveness,
and overall school quality. This data-driven approach
helps identify areas for improvement and implement
evidence-based strategies to improve educational
outcomes.
14.
Building a knowledge base for future research.
The methodological framework of the comparative
approach helps create a rich knowledge base for future
research. By systematically documenting and analyzing
educational practices and outcomes in diverse
contexts, researchers create a repository of knowledge
that can be used and built upon by future scholars. This
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
accumulated knowledge will help advance the field of
comparative education and address new and emerging
challenges in primary education.
In
a
comparative
approach,
methodological
approaches to education provide a nuanced
understanding of the context in which educational
practices are implemented. By taking into account
socio-economic, cultural and political factors,
researchers can provide contextual insights that are
important for interpreting findings and making
informed
recommendations.
This
contextual
understanding ensures that educational interventions
are relevant and effective in different settings.
Promoting
evidence-based
decision-making:
A
comparative approach based on methodological rigor
can help to promote evidence-based decision-making
in primary education. Policymakers and educators can
rely on methodologically sound research to make
informed decisions about resource allocation, policy
implementation and educational reform. This
evidence-based approach ensures that decisions are
based on empirical data and proven practices, which
leads to better educational outcomes.
Integrating theory and practice: In comparative
education, methodology helps to bridge the gap
between theory and practice. By applying theoretical
frameworks to the analysis of educational practices and
outcomes, researchers can develop sound theoretical
recommendations. This integration of theory and
practice increases the relevance and applicability of
research findings, contributing to the improvement of
primary education systems.
Supporting
lifelong
learning:
Comparative
methodologies can also contribute to the development
of lifelong learning. By exploring different approaches
to lifelong learning and adult education, researchers
can identify effective strategies that support lifelong
learning and development. These insights can inform
policies and practices that encourage lifelong learning
from an early age and foster a culture of continuous
improvement and adaptation.
Ensuring equity in education: A strong methodological
framework is essential to ensuring equity in primary
education. By systematically analyzing disparities in
access, quality, and outcomes, researchers can identify
the factors that contribute to inequality and develop
targeted
interventions
to
address
them.
Methodologically sound research ensures that these
interventions are effective and scalable, ensuring equal
educational opportunities for all students.
Developing critical thinking and problem-solving skills:
Finally, using a comparative approach to methodology
develops critical thinking and problem-solving skills in
researchers, educators, and students. By engaging in
rigorous comparative analysis, individuals develop the
ability to critically evaluate information, identify
patterns, and propose innovative solutions to complex
educational problems. These skills are essential for the
continuous improvement of primary education systems
and the holistic development of students.
CONCLUSIONS
In conclusion, the use of methodology is a crucial
foundation of a comparative approach in primary
education. It ensures that research is objective,
accurate and meaningful, and provides valuable
insights that inform policy and practice. By adhering to
methodological principles, researchers contribute to
the continuous improvement of primary education
systems, promoting equity, innovation and high-quality
education for all children. This methodological rigor not
only advances academic knowledge, but also has
practical implications for improving the educational
experience and outcomes of students around the
world.
The use of methodology is a critical foundation of a
comparative approach in primary education. It ensures
that comparisons are objective, accurate and
meaningful, and provides valuable insights that inform
policy and practice. By adhering to methodological
principles, researchers can contribute to the
continuous improvement of primary education
systems, ensuring equity, inclusion and high-quality
education for all children.
The use of methodological approaches in pedagogy is
aimed, firstly, at identifying the scientific and
theoretical problem of the issue, determining its
hierarchy, developing a solution strategy and basic
tools. Secondly, it solves the tasks of implementing
mechanisms for technological modernization of
educational practice, making decisions, organizing, as
well as forecasting the prospects of pedagogical science
and practice.
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