Volume 15 Issue 08, August 2025
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6.995, 2024 7.75
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556
PEDAGOGICAL AND PSYCHOLOGICAL FEATURES OF DEVELOPING
PEDAGOGICAL SKILLS OF FUTURE PRIMARY SCHOOL TEACHERS BASED ON
NATIONAL EDUCATION
Sadriddinova Zulfiya Mirzaliyevna
Senior Lecturer, Department of Education, Kokand University
Email: ms.zulfiyaxon08@gmail.com
Abstract:
The article highlights the pedagogical and psychological features of developing the
pedagogical skills of future primary school teachers based on national education. The role of
social environment, national values, and educational factors in the formation of personality is
analyzed on a scientific basis. Relying on E. G. G’oziyev’s views on personality psychology and
self-awareness, the relevance of methodological approaches based on national values in the
development of teachers’ professional skills is substantiated. The article also emphasizes the
specific influence of family, school, mahalla, and the social environment in educating a well-
rounded generation.
Keywords:
national education, primary education, pedagogical skills, personality formation,
psychological features, social environment, national values, reflective thinking, pedagogical-
psychological approach.
In the context of globalization, new demands are being placed on the education system,
particularly the necessity to improve the quality of primary education. This requires teachers to
possess high levels of professional, moral, and psychological preparedness. Future primary
school teachers are expected to serve not only as subject specialists but also as mediators of
national values, culture, and upbringing. Therefore, the issue of developing their pedagogical
skills based on the principles of national education has significant scientific and practical
importance.
According to the Decree of the President of the Republic of Uzbekistan
“On approval of the
national program for the development of school education for 2022–2026”
, several key priorities
have been identified:
Full implementation of the National Curriculum developed on the basis of advanced
international experience, and the introduction of modern textbooks created by both local and
foreign authors;
Enhancing the social status of the teaching profession by creating favorable working
conditions and providing appropriate incentives for teachers;
Strengthening teachers’ responsibility in the education and upbringing of youth, and
increasing the demand for their continuous professional development;
Establishing a national reserve of teaching personnel for general secondary schools, as
well as developing evaluation criteria for exemplary teachers and school leaders;
Systematic organization of spiritual and educational work in schools, with continuous
monitoring, evaluation, and forecasting mechanisms, while strengthening the role of families—
especially parents—in the upbringing of children;
Improving systems for organizing meaningful leisure time for students and guiding them
towards suitable professions.
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This decree significantly contributes to elevating the prestige of the teaching profession,
implementing a modern national curriculum, and fostering the comprehensive development of
students, while also enhancing the responsibility of teachers and the intellectual and moral
potential of the younger generation.
From a pedagogical and psychological perspective, the successful professional activity of
teachers largely depends on their professional competence, pedagogical abilities, moral and
emotional stability, as well as their loyalty to national identity and sense of social responsibility.
This highlights the importance of integrating tools of national upbringing into the process of
preparing future teachers, grounded in didactic and psychological principles.
In global psychology, numerous theories have been developed to explain the development and
formation of personality, with scholars approaching the issue from various perspectives. The
living conditions of humankind, i.e., the constantly changing social environment, are an
inevitable process. Therefore, the problem of personality and its study remains one of the most
urgent topics in social psychology, as in other sciences.
Although problems of personality development may appear similar, they always emerge in new
historical contexts, under transformed social conditions, and within societies that possess unique
modes of thinking and perception. A person, while biologically a member of the human species,
is simultaneously a product of a specific historical era and social environment. Thus, personality
traits are shaped both by inherited factors and, more significantly, by the influence of the social
environment—family, educational institutions, labor collectives, cultural traditions, and so
forth—through work, language, communication, upbringing, and experience.
The interplay between natural and social elements in personality development results in social
tendencies becoming dominant, ensuring the transformation of human beings into fully
socialized individuals. Social influences extend human life expectancy, while the capacity for
labor and communication transforms individuals into active subjects of social interaction. In this
way, the individual, initially born as a biological being, evolves into a personality shaped by
social experiences and inner self-awareness.
Analyzing numerous psychological studies on the role of teachers in society and their
professional-pedagogical activity, Uzbek psychologist E. G. G’oziyev emphasizes the necessity
of considering not only characterological, individual-psychological, and socio-cultural aspects
but also ethnopsychological features. He argues that as social consciousness gradually
transforms, ethnopsychological characteristics such as national identity, universal human values,
justice, and equality re-emerge. Interethnic relations, when based on mutual understanding,
closeness, and compatibility, contribute to the harmony between nationalism and
internationalism. G’oziyev further states that self-awareness is intrinsically linked with national
identity, and highlights five key dimensions of self-awareness:
1.
Past “Self”;
2.
Present “Self”;
3.
Future “Self”;
4.
Ideal “Self”;
5.
Dynamic “Self”.
In the 21st century, human beings, in addition to possessing conscious, subconscious, and
unconscious states, also have the capacity for
self-awareness
. For this reason, it is appropriate to
divide self-awareness into the following components:
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1.
The “Past Self”;
2.
The “Present Self”;
3.
The “Future Self”;
4.
The “Ideal Self”;
5.
The “Dynamic Self.”
The process of self-awareness is closely connected with the awareness of one’s national identity
and requires a certain period of time to develop. It can occur both through evolutionary and
revolutionary means. Self-awareness represents the highest stage of reflecting reality and society,
appearing as an ultimate outcome of human development and a sign of wisdom. Since this is a
complex process, its components cannot be fully comprehended sequentially, as individuals
often lack the capacity to adequately assess their achievements, shortcomings, behavioral
patterns, intellectual levels, inner potential, values, and spiritual indicators.
According to E. G. G‘oziyev, this concept can serve as a methodological basis for developing
students’ reflective thinking. In the pedagogical process, the task is not only to impart knowledge
but also to shape individuals who are self-aware, capable of self-improvement, and respectful of
their national identity. This is considered one of the main objectives of 21st-century education.
A human being is born as an
individual
. By “individual,” we mean a member of the human
species. This includes newborns, adults, or even those unable to acquire language and basic skills.
However, only those who actively participate in social relations and contribute to social progress
can be considered
personalities
. Personality has three main features:
1.
Sociality;
2.
Consciousness;
3.
Self-awareness.
From the moment of birth, the individual enters into a system of social relations and begins to
acquire social experience through interaction with others. Activity emerges in the individual’s
relations with people and objects, intensifying as conflicts between the organism and the social
environment arise. Activity is reflected in motives, behavior, and methods of action, eventually
leading the child to engage in transformative activities aimed at the surrounding reality.
The formation of personality is also influenced by the social groups to which one belongs. In this
process, mutual influence occurs: while individuals are shaped by society, they also influence
social life, labor, interpersonal relationships, and their own self-perceptions. Within a given
social environment, the personality acquires a specific role, reputation, and social status.
In the 21st century, the foundation of raising a well-rounded child continues to rest on the family
(parents), school (teachers), community (neighborhood elders and activists), and social
environment (peers and surrounding individuals). In nurturing the builders of the future, special
attention should be paid to the following psychological and pedagogical aspects:
Designing modern training exercises based on national educational values;
Developing methodological manuals on the psychological principles of education for
teachers and parents;
Establishing pedagogical requirements for developing key competences of national
education among youth;
Strengthening cooperation between state and non-state institutions in accordance with the
objectives outlined in the “Concept of Continuous Spiritual Education”;
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Preparing accessible textbooks and guides in simple language for parents on modern
child-rearing methods.
The formation of personality is thus inseparably linked to the social environment, national values,
and educational influences. Therefore, raising a well-rounded generation requires integrating
psychological and pedagogical approaches with the principles of national upbringing.
An educated and morally mature individual is able to reflect not only on the present but also on
the future, striving to contribute to the prosperity of society and family life. Indeed, to achieve
the great goal of our nation—
“From National Revival to National Progress”
—it is essential to
cultivate spiritually rich, well-rounded individuals.
In conclusion
, the development of pedagogical skills of future primary school teachers on the
basis of national education ensures their professional growth, personal qualities, and
effectiveness in the teaching and learning process. Thus, pedagogical and psychological
approaches, when integrated with national values, will serve to educate future teachers as
competent, competitive, and morally mature individuals.
References
1. Decree of the President of the Republic of Uzbekistan, No. PF-134 of May 11, 2022.
On
approval of the National Program for the Development of School Education for 2022–2026
.
2. Ismoilova, N., & Abdullayeva, D. (2013).
Social Psychology: Textbook
. Tashkent: National
Society of Philosophers of Uzbekistan Publishing House, p. 32.
3. G‘oziyev, E. (2008).
General Psychology: Textbook for Psychology Specialization
.
Tashkent: “O‘qituvchi” NMIU, pp. 90–92, 163.
4. Zufarova, M. E. (2010).
General Psychology: Textbook for Teachers and Students of
Secondary Specialized, Lyceum and Vocational Education Institutions
. Tashkent: National
Society of Philosophers of Uzbekistan Publishing House, p. 54.
5. Ismoilova, N., & Abdullayeva, D. (2013).
Social Psychology: Textbook
. Tashkent: National
Society of Philosophers of Uzbekistan Publishing House, p. 5.
6. Qochqarova, F. M. (2024).
Fundamentals of National Education: Textbook
. Tashkent:
“Science and Technology Publishing House”, p. 49.
