This article presents a scientific-theoretical and practical analysis of the pedagogical significance of the professional observation method in the professional-methodical development of future teachers of the subject “Upbringing” (Tarbiya). The ability of a future teacher to apply theoretical knowledge in practical pedagogical activity is regarded as a key indicator of professional readiness. From this perspective, the professional observation method is examined as an essential means of forming the professional competencies of future teachers through purposeful, systematic and analytical observation of the activity of experienced teachers, of the educational process, and of their own practical performance. The study employs a qualitative research design combining a review of national and international scholarly literature, comparative analysis of observation models, direct observation of teaching-practice activity, and semi-structured interviews with student teachers and practice mentors. The results define professional observation as an integrative activity comprising four constitutive attributes — purposefulness, evidence orientation, pedagogical interpretation and methodical decision-making — and identify six competencies it develops: diagnostic, analytical, methodical, communicative, reflective and design competence. The discussion substantiates the pedagogical conditions for the effective application of the method in higher education institutions, including the redefinition of the mentor’s role from evaluator to facilitator, and its contribution to improving the quality of professional training.
Using the Professional Observation Method in The Professional-Methodical Development of Future Teachers of The Subject “Upbringing”
DOI:
Keywords:
Abstract
References
L. Darling-Hammond, Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, CA, USA: Jossey-Bass, 2006.
F. A. J. Korthagen, Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. New York, NY, USA: Routledge, 2001.
Ministry of Public Education of the Republic of Uzbekistan, “Qualification requirements and curricula for the training of pedagogical personnel,” Tashkent, Uzbekistan, 2021. [Online]. Available: https://www.uzedu.uz/
D. A. Schön, The Reflective Practitioner: How Professionals Think in Action. New York, NY, USA: Basic Books, 1983.
L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA, USA: Harvard Univ. Press, 1978.
C. Danielson, The Framework for Teaching Evaluation Instrument. Alexandria, VA, USA: ASCD, 2013.
R. J. Marzano, The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA, USA: ASCD, 2007.
A. K. Markova, Psikhologiya truda uchitelya [The Psychology of the Teacher’s Work]. Moscow, Russia: Prosveshchenie, 1993.
S. Feiman-Nemser, “From preparation to practice: Designing a continuum to strengthen and sustain teaching,” Teachers College Record, vol. 103, no. 6, pp. 1013–1055, 2001.
A. Bandura, Social Learning Theory. Englewood Cliffs, NJ, USA: Prentice Hall, 1977.
K. M. Zeichner and D. P. Liston, Reflective Teaching: An Introduction, 2nd ed. New York, NY, USA: Routledge, 2013.
J. Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London, U.K.: Routledge, 2009.
L. S. Shulman, “Knowledge and teaching: Foundations of the new reform,” Harvard Educational Review, vol. 57, no. 1, pp. 1–23, 1987.
D. Sparks and S. Loucks-Horsley, “Five models of staff development for teachers,” Journal of Staff Development, vol. 10, no. 4, pp. 40–57, 1989.
N. A. Muslimov, Kasb ta’limi o‘qituvchilarining kasbiy kompetentligini shakllantirish nazariyasi va amaliyoti [Theory and Practice of Forming the Professional Competence of Vocational Education Teachers]. Tashkent, Uzbekistan: Fan va Texnologiyalar, 2013.
O‘. Q. Tolipov and M. Usmonboyeva, Pedagogik texnologiya: nazariya va amaliyot [Pedagogical Technology: Theory and Practice]. Tashkent, Uzbekistan: Fan, 2005.
N. N. Azizkhodjayeva, Pedagogik texnologiya va pedagogik mahorat [Pedagogical Technology and Pedagogical Mastery]. Tashkent, Uzbekistan: Publishing House of the Literature Fund of the Writers’ Union of Uzbekistan, 2006.
N. S. Sayidahmedov, Yangi pedagogik texnologiyalar [New Pedagogical Technologies]. Tashkent, Uzbekistan: Moliya, 2003.
R. Kh. Jurayev, Ta’lim mazmunini loyihalash metodologiyasi [Methodology of Designing the Content of Education]. Tashkent, Uzbekistan: Fan, 2012.
J. G‘. Yo‘ldoshev and S. A. Usmonov, Pedagogik texnologiya asoslari [Fundamentals of Pedagogical Technology]. Tashkent, Uzbekistan: O‘qituvchi, 2020.