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DIRECTIONS AND STAGES OF PREPARING FUTURE TEACHERS TO DESIGN
EDUCATIONAL PROCESSES
Holboy Ibragimovich Ibraimov
Qori Niazi Director of the National Institute of Educational Pedagogy named after,
Doctor of Pedagogical Sciences, Full Member of the UzRFA, Academician
The process of informatization in society covers all spheres of human activity. The sphere of
education, in particular, the activity of teachers in it, is a vivid example of this. Most of the
problems facing education find their solution by ensuring the professional training of teachers.
Accordingly, the preparation of future teachers for the design of educational processes is gaining
particular relevance. For this, in addition to enriching the fundamental theoretical knowledge of
the teacher, it is also important to develop his professional skills.
Keywords
: educational processes, ability to choose innovative methods, spiritual-intellectual,
new knowledge, methods and technologies, expediency, consistency, scientificity, preparation
for designing educational processes.
Today's teacher must be able to select innovative methods necessary for the implementation of
educational processes, design educational processes aimed at their application. It is important
that the innovative methods chosen by the teacher correspond to the goals of the educational
processes. Such methods must serve the comprehensive development of students, taking into
account their specific characteristics. In addition to providing knowledge to students, the teacher
must educate them based on the requirements of Uzbek society.
future teachers, first of all, can successfully apply the acquired professional knowledge in their
practical activities. In such conditions, future teachers are required to be formed as researchers,
creators, experimenters who can put their ideas into practice, specialists who have experience in
creative activities related to the development of students, who put forward pedagogical ideas and
reflect on their own activities. It is extremely necessary to prepare future teachers for the design
of educational processes in schools. For this, future teachers are required to have mastered the
historical experience of the Uzbek people. It is necessary to provide future teachers with
knowledge based on the requirements of the era, and to develop them spiritually and
intellectually.
As a result of the analysis of scientific sources aimed at the formation of the skills of designing
educational processes in future teachers, we were able to substantiate that the introduction of
innovations into the educational process requires the teacher to select and design specific
methods of activity. The theoretical foundations of preparing future teachers for cognitive
activity related to the design of educational processes were analyzed in the works of
VASlastenin, LSPodimov. A number of studies have been carried out in this direction.
Innovations and their types are important in the development of cognitive activity of future
teachers related to the design of educational processes. The term innovation was first used by I.
Schumpeter. At the same time, I. Schumpeter defined the main task of innovation. In higher
education, interest in innovative pedagogical processes and innovations is constantly growing.
This is also clearly manifested in the preparation of future teachers for design activities, which
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are considered innovative activities. Because innovative activities are the main source of
development of professional skills of future teachers.
Cognitive activity in the disciplines of pedagogy and psychology. A group of scientists managed
to create the scientific foundations of an active approach. In particular, the research carried out
by GP Shedrovsky and his followers is an example of this. They were able to analyze and study
innovative processes as a whole, holistically. The analysis of cognitive processes of an
innovative nature is reflected in many articles and monographs of BV Sazonov. Because
innovation, as a pedagogical phenomenon of a cognitive nature, plays an important role in
preparing future teachers for the design of educational processes. The French scientist E.
Brunswick divides innovations in the field of pedagogy into 3 types. They are:
1. The manifestation of ideas, research and actions related to education, which always acquire a
new character. However, such ideas, having acquired a theoretical character, are rarely applied to
pedagogical practice. Their application in pedagogical practice largely depends on the
professional skills of the teacher.
2. Modified, improved, and reformulated ideas and actions are more likely to be recognized as
innovative. Such ideas have the potential to advance pedagogical processes.
3. Pre-existing ideas become novel in certain situations, resulting in new content and essence of
educational goals. Newly created pedagogical situations ensure the successful implementation of
these ideas.
UNESCO documents describe the attitude towards innovation as follows: “We emphasize that
innovations consist of attempts to change the education system, which implies the goal of
consciously and systematically changing the existing system. Innovation does not consist in
demonstrating some good, new phenomenon”.
According to VASlastenin, innovation is not only a novelty, but also the process of
implementing this novelty. Since innovation refers to a process , the design of educational
processes is directly related to innovative pedagogical activity. Projects provide an opportunity
for formation, gradual development and obtaining guaranteed results. The period of formation of
projects is their birth stage. In educational processes, they are mastered, they are absorbed into
pedagogical activity.
In the collection “Innovations in Educational Technology”, published by UNESCO, two types of
pedagogical innovations are distinguished: global innovations, such innovations are
characteristic of all parts of the education system; partial, that is, innovations of a specific nature,
such innovations are characteristic of certain types of schools and educational subjects.
Therefore, the classification of innovations based on the broad scope of the educational sphere is
of particular importance:
1. News in the organizational sphere;
2. Innovations in the field of technology;
3. Like news about the educational program
Designing educational processes encompasses innovations in educational programs and
technologies. Designing educational processes requires the integration of innovations in all three
areas.
In higher pedagogical education institutions, the preparation of future teachers for innovative
pedagogical activities is of great importance. One of such innovative pedagogical types is the
design of educational processes for future teachers. The Asian Center for Pedagogical
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Innovations for the Development of Education operates under UNESCO . This center
summarizes pedagogical innovations from various developed countries and, together with the
International Bureau for Education, presents them to the pedagogical community .
The concept of "innovation" was first introduced into use by cultural scholars in the 19th
century. The concept of innovation was interpreted as the quality of assimilating elements of
one specific culture into another. By the beginning of the 20th century , this term was
directed towards the introduction of new approaches and new technologies in certain
areas, including education.
Innovative pedagogy, when compared with traditional pedagogy, is manifested as an expression
of advanced ideas and experiences. Today, innovative pedagogy and scientific approaches to the
cognitive activity of the teacher are emerging. The main goal of cognitive activity is to
reconstruct and systematically develop the existing educational process based on new
ideas and technologies.
Designing educational processes for future teachers is aimed at finding effective
solutions to existing problems in the educational process. Designing educational
processes for future teachers in the context of solving problems in the educational
process has an important didactic significance. The design of educational processes for
future teachers is a set of new knowledge, methods and technologies that have been absorbed
in his experience. The design of educational processes for future teachers should be
objective, purposeful, consistent, scientific, and proportional. Before entering the lesson, the
teacher should organize his cognitive activity designs, analyzes, and predicts its results.
consideration of the students' existing knowledge, intellectual development, and level of
upbringing is a criterion that ensures objectivity in his cognitive activity. Ideology is an
important sign of the teacher's cognitive activity. Because he must be able to comprehensively
and deeply instill in students the foundations of the national idea in the educational
process . Teaching students is a very complex pedagogical process, the effectiveness of which
largely depends on the correspondence of the teacher's cognitive activity to the educational goals.
The design of educational processes for future teachers should be aimed, first of all, at
developing the student's personality, improving his independent, critical thinking skills ,
and instilling in him a desire to study. The purposeful development of students, their
formation as well-rounded individuals, their choice of a profession they like, their
engagement in various activities according to their interests, and their future finding a
worthy place in the microsociety largely depend on the effective cognitive activities of
teachers. Loving, cherishing, treating each student with respect, and creating the necessary
pedagogical conditions for their development depend on the teacher's professional skills.
The teacher, relying on the principles of humane pedagogy, must apply all pedagogical
measures for the full development of the student. Humane pedagogy embodies the norms
of cognitive activity. Because, in humanistic pedagogy, new relationships and cooperation
between the teacher and the student are expressed. As a result of cognitive activity, the
educational process is reorganized using new methods and technologies. The pedagogical
encyclopedia gives the following explanation of the term innovation: innovation (eng.
innovationas - introduced innovation, invention) – 1. the process of creating previously non-
existent objects, structures, values and methods (technologies) of activity, expressing the
emerging innovations in signs, images and symbols, and applying them to all spheres of society
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and human life through social assimilation and dissemination. 2. The process and activity of
introducing innovation, change into the education system in practice.
Innovation is a rapid process that serves to replace the old with the new, and involves the
implementation of new projects in various areas of the educational institution's activities,
including educational processes. An innovative pedagogical project is an innovative pedagogical
idea, idea that has been adopted and divided into parts.
Innovative pedagogical idea - systematized pedagogical ideas, prognosis of the educational
process, information. It is clear that the design of the educational process, as an innovative
pedagogical phenomenon, embodies new ideas, thoughts and technologies.
the educational process, future teachers should first of all rely on the principle of humanity. The
principle of humanity requires the implementation of projects that emdiv and systematize ideas
and values that are important for the life of each student . Because the principle of humanity, as
a system of values and moral norms, is of great socio-pedagogical importance. Humanistic
pedagogy involves the systematic development of students who are subjects of the
educational process, raising an equal, conscious, socially active person. Because the priority
goal in the educational process is to educate students as well-rounded individuals. Future
teachers are required to deeply master innovative pedagogical approaches and theories based on
humanity.
From a humanistic perspective, the design of educational processes should provide for the
creation of conditions for students' independent development, acquisition of critical thinking
skills, and self-expression. As a result of the design of educational processes using
innovative technologies, it becomes possible to create favorable conditions for students to
express themselves, realize their natural abilities, act freely, and acquire creative thinking
skills.
When preparing future teachers for the design of educational processes, it is necessary to
pay attention to their mastery of methods of humane treatment of students. Future teachers
should be able to develop cognitive activity as the acquisition of new knowledge and
information, the acquisition of new knowledge and skills about the intellectual, physical, and
spiritual development of the student; the acquisition of theoretical knowledge and social
experience related to the formation of an independent thinking personality , the
ability to make important pedagogical decisions in any educational situation; the ability to
choose the necessary didactic tools to direct the educational process towards the goal . Future
teachers must have the most necessary skills to successfully design educational processes,
including real, human relationships between themselves and students, and experience in
organizing a developing educational situation.
References:
1. Decree of the President of the Republic of Uzbekistan No. PF-134 dated May 11, 2022 “On
approval of the National Program for the Development of School Education in 2022-2026”.
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3. Ibraimov Kh., Kuronov M., Ibragimova F. History and theory of pedagogy [Text].
Textbook . - T., " Sahhof ", 2023.392 pages.
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4. Parent - teacher [ Text ] / X . Ibrahimov , M. Kuronov , J. Fazilov , F. Zaripov ; -
Tashkent : Gafur Slave named after publishing house creative house . 2024. - 220 p.
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