National and International Experiences in the Field of Development

of Methodological Skills of Future Teachers in the Process of Higher

Education on the Basis of a Cognitive Approach

Hakimova Nargiza Supkhonovna, Boltayeva Qambar Abdullayevna, Musayeva Amina Karamatovna

and Aslanova Sanobar Sulaymanovna

Bukhara State University, Uzbekistan

Keywords: National, Teachers, Experiment, Cognitive.

Abstract: This article analyzes national and international experiments on the development of methodological skills of

future teachers in the process of Higher Education on the basis of a cognitive approach. The study was

conducted using mixed methods, and the results of the survey and interview confirmed the high effectiveness

of the cognitive approach in the educational process. Sources studied in international experimentation

emphasize the development of teachers ' analytical and creative abilities through a cognitive approach.

National experiments, on the other hand, showed the need for this approach to be widely used in the Uzbek

educational system.

1 INTRODUCTION

In the process of training future teachers in the higher

education system, the development of

methodological skills is important. Methodological

skill it includes the professional skills necessary for

the teacher, methodological approaches and the

ability to apply various techniques in the learning

process. The methodological skills of future teachers

- being assessed as the ability to effectively organize

the educational process, develop students '

knowledge, skills and abilities, successfully apply

various methods and methods of teaching, the

cognitive approach in this process is based on the

formation of knowledge, skills and abilities of the

student in the educational process, the analysis of

cognitive processes in their reading activities (Bliuc,

Goodyear, & Ellis, 2007; Xudayberganova &

Yusupova, 2023; Ehlers, 2020; Sarybayeva,

Berkinbayev, Kurbanbekov, & Berdi, 2018; Xayitov,

2022).

2 RELEVANCE OF THE TOPIC

It is known that today, on a global scale, special

attention is paid to improving the methodological

skills of teachers on the basis of a cognitive approach.

This approach is aimed at strengthening the

knowledge of educators, developing analytical

thinking, building on critical thinking and improving

the abilities of independent, creative work on the

basis of the knowledge that has mastered them

(Ehlers, 2020).

In particular, in the educational process, the

cognitive approach directs prospective teachers to R

& D activities, giving them independent thinking and

analytical analysis skills (Tulkinova, 2024). The basic

principles of the cognitive approach are aimed at

improving the effectiveness of the educational

process, providing future teachers with the

development of skills for using knowledge, and not

just memorization. With this approach, teachers use

interactive techniques in the teaching process to

improve their communication skills with the learners.

Ehlers (2020) noted that a modern teacher should

have skills not only to control the learning process,

but also to analyze the knowledge of the learners and

help them master new knowledge. At the same time,

according to the results of research by Sarybayeva

and others (2018), the development of the creative

abilities of future teachers is also an important factor.

This serves not only to direct teachers to creativity,

but also to make them more adaptable to the modern

educational process.

712

Supkhonovna, H. N., Abdullayevna, B. Q., Karamatovna, M. A. and Sulaymanovna, A. S.

National and International Experiences in the Field of Development of Methodological Skills of Future Teachers in the Process of Higher Education on the Basis of a Cognitive Approach.

DOI: 10.5220/0013424500004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 712-716

ISBN: 978-989-758-752-8

One of the important areas in the educational

system of Uzbekistan is the development of

methodological skills of future teachers on the basis

of a cognitive approach. In particular,

Khudayberganova and Yusupova (2023) note that

there are opportunities for the formation and

development of methodological skills in the process

of training future teachers through the use of

pedagogical technologies. Based on the research

carried out by them, effective results were shown on

the widespread use of pedagogical technologies in the

educational system of Uzbekistan and their

assimilation by future teachers in the process of

professional training.

3 LITERATURE ANALYSIS

Research by Bliuc, Goodyear, and Ellis (2007) focuses

on the effectiveness of hybrid forms of education in

higher education, with their methodical approaches

formulated on cognitive grounds. The study analyzes

the issues of student experience and their adaptation to

the learning process, emphasizing the importance of

the cognitive approach. Research by Ehlers (2020), on

the other hand, focuses on developing future skills of

prospective teachers, noting the effectiveness of the

cognitive approach in the process.

Also, Khudayberganova and Yusupova (2023)

studied the possibilities of developing the

methodological skills of future teachers through the

use of pedagogical technologies in the educational

process. They have made a number of scientific

recommendations for the development of a cognitive

approach in the educational system based on national

experiences. At the same time, Sarybayeva and others

(2018) analyzed international experiments on the

development of creative abilities of future teachers and

showed the importance of a creative approach based on

a cognitive approach.

4 METHODS

This study used a mixed methodology to study the

process of developing the methodological skills of

future teachers based on a cognitive approach.

Initially, through interviews using a qualitative

research method, information was collected from 25

educators and 40 prospective teachers. Interviews

focused on determining the role of the cognitive

approach in their educational process.

A questionnaire was also distributed to collect

quantitative data, evaluating the results of the

development of methodological skills based on the

cognitive approach of 120 prospective teachers. The

survey questions were compiled on the Likert scale,

and the data collected were statistically analyzed. The

data was analyzed in the SPSS program to determine

averages and standard deviations. At the same time,

the study used an experimental approach and divided

60 students into experimental and control groups. In

the experimental group, classes were organized on the

basis of a cognitive approach, and their results were

compared with the control group.

5 RESULTS

According to the results of the study, the educational

process, organized on the basis of a cognitive

approach, helped to significantly improve the

methodological skills of future teachers. Students in

the experimental group showed higher results

compared to the control group. In particular,

according to the results of the survey, students noted

an improvement in their ability to apply their

knowledge in practice. Of the 120 students in the

study, 75% (90) reported significant improvements in

their methodological skills through a cognitive

approach, a much higher rate than the 55% in the

control group (Table 1).

The results of the experimental group were also

confirmed by accurate figures. The average score of

the 60 students tested was 85 points, well above the

average of 70 points in the control group. At the same

time, the level of knowledge acquisition in the

experimental group was 90%, while in the control

group it was 75% (Table 2). This demonstrates the

effectiveness of cognitive approach-based learning.

From the results of the study, it can be seen that

educational methods based on the cognitive approach

are effective in shaping the methodological skills of

future teachers. This confirms the need for a broad

application of the cognitive approach in the

educational process.

Table 1: The impact of a cognitive approach on the methodological skills of future teachers.

Specification Experimental group (%) Control group (%)

Level of knowledge acquisition 90% 75%

Improving methodological skills 85% 60%

Practical a

lication skills 75% 55%

National and International Experiences in the Field of Development of Methodological Skills of Future Teachers in the Process of Higher

Education on the Basis of a Cognitive Approach

713

Table 2: Comparison of average grades.

Grou

Avera

e score Knowled

e ac

uisition rate

(

)

erimental

rou

85 90%

Control

rou

70 75%

Table 3: Methodology for analyzing national and national development based on cognitive skills.

National experiments: International experiments:

The"concept of development of the higher education

system of the Republic of Uzbekistan until 2030 "includes"

intensive-innovative-integrative " practical exercises,

seminars aimed at improving the curriculum and teaching

aids of teaching methodology subjects in educational

institutions, developing the methodological skills of future

teachers.

On the basis of the plan of the National Center for

pedagogical skill and pedagogical skill centers in the

regions, training courses in the gradual increase in the

competence of science teachers: training aimed at

improving their professional skills and personal qualities,

methodological techniques, strategies and models based on

the cognitive approach are taught.

The tradition of "teacher-disciple": with the guidance

of experienced teachers, it is possible for future teachers to

master methodological skills

Education system in Finland: a cognitive approach

based on the active participation of the student in the

educational process serves to improve educational

efficiency.

Project-based learning in the United States (Project-

based learning): focused on encouraging students ' practical

actions through projects in the development of knowledge

and skills.

UNESCO, UNICEF recommendations:

recommendations are made to implement models of

teaching based on cognitive approaches.

International assessment of educational achievement

(IEA);

Australian Council for Educational Research( ACER);

World Bank, Educational Testing Service( ETS, USA);

Vestat (USA;

International linguistic quality assurance centre

(cApStAn, Belgium;

TIMSS and PIRLS International Research Center at

Boston College (USA); Statistics Canada (Canada);

Institute for Educational Develo

ment Strate

(

Russia

)

6 DISCUSSION

The results of the study revealed the effectiveness of

the cognitive approach in the development of

methodological skills of future teachers. Significant

differences between experience and control groups

suggest that this approach is effective in teacher

training. In particular, many of the prospective

teachers involved in the study noted that their ability

to consolidate and practice knowledge is much higher

if trained on the basis of a cognitive approach. This

approach supports not only the acquisition of

theoretical knowledge, but also the development of

independent thinking, analytical analysis and creative

approach.

In the process of Higher Education, National and

international experiments in the field of developing

the methodological skills of future teachers on the

basis of a cognitive approach were analyzed as

follows (see Table 3).

The analysis shows that in the development of

methodological skills of future teachers in national

and international experiments, the problem of the

development of knowledge and skills of students

through a cognitive approach is taken into account,

the effective organization of the educational process,

the formation of the ability to successfully apply

various methods and methods of teaching.

The results of our study also confirm the positive

impact of the cognitive approach on the educational

process. Research by Ehlers (2020) has shown that

this approach is important in shaping skills that will

be needed in the future. At the same time, national

experiments studied by Khudayberganova and

Yusupova (2023) in the Uzbek educational system

also confirm the effectiveness of the cognitive

approach in pedagogical practice. This approach has

shown special importance in teacher training through

the use of technological tools and pedagogical

techniques. The results show that the cognitive

approach not only increases methodological skills,

but also serves to develop the creative and analytical

abilities of teachers. This is a decisive factor in the

training of highly qualified educators in the modern

educational process.

As a result of the research carried out, based on

the analysis of practical activities carried out in the

process of the activities of the observed classes and

skill centers, we found that we should give our own

definition based on the author's approach. The

teacher's methodological skill[ author's approach] is

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

714

Figure 1: Elements of the content of the teacher's methodical skills of innovation.

the ability to apply effective methods and techniques

in the teaching process, which includes the teacher's

skills and skills in giving students knowledge,

increasing their interest, and problem solving.

Methodological skill also includes the development

of teaching strategies adapted to students, taking into

account their individual characteristics. In addition,

methodological skill is also associated with the

teacher's pedagogical experience, knowledge in the

field of education and openness to innovative

approaches.

Studies show that the content of the teacher's

innovative methodological skills is based on several

basic elements (see Figure 1).

These aspects are important for further

strengthening the methodological skills of innovation

and for the effective organization of the educational

process. Based on our research, we found it necessary

to cite recommendations for focusing on the

following areas in the development of

methodological skills of future teachers based on a

cognitive approach: first of all, students learn to

analyze cognitive processes, that is, to analyze

cognitive processes in the process of acquiring

knowledge and skills of students, such as attention,

memory, thinking, reasoning; secondly, students

know how to identify difficulties in reading activities,

that is, to identify cognitive difficulties in students

and learn ways to overcome them; thirdly, they are

able to cognitively adapt educational materials, that

is, adapt educational materials to the cognitive

characteristics of students, learn to select and develop

educational materials that will help develop their

knowledge and skills; fourth, they must have the

ability to choose teaching styles and strategies of the

S. O. E., That is, learn to choose and apply teaching

methods and strategies, taking into account the

cognitive characteristics of students.

Only then does the teacher's skill, based on a

cognitive approach, serve to develop students '

knowledge and skills, effectively organize the

educational process, and form the ability to

successfully apply various methods and methods of

teaching.

7 CONCLUSION

The results of the study confirmed that the cognitive

approach has a high efficiency in the development of

methodological skills of future teachers. The

educational process, organized on the basis of a

cognitive approach, gave future teachers the

opportunity not only to deeply master theoretical

knowledge, but also to effectively apply them in

practice. The results of the experimental group were

significantly better than those of the control group,

which showed the positive effects of cognitive

approach-based learning in practice. Based on the

results of the study, the cognitive approach has

proven to be highly effective in developing the

methodological skills of future teachers. The results

elements of the

content of the

teacher's

methodical skills of

innovation

Multimedia,

interactive tools

and application of

online platform and

resources

Development of

independent

thinking and

creative abilities in

students

Using methods

adapted to them,

taking into account

the individual

needs of students

Application of

innovative

assessment

methods in

improving the

effectiveness of

the educational

process.

Formation of

students '

analytical and

critical thinking

skills

Showing

connections

between disciplines,

applying

interdisciplinary

approaches

Dedication and

professional

development,

integration of

international

experiences

National and International Experiences in the Field of Development of Methodological Skills of Future Teachers in the Process of Higher

Education on the Basis of a Cognitive Approach

715

of the experimental group were significantly better

than those of the control group, which confirmed the

importance of the cognitive approach in the

educational process. With this approach, Teachers

acquired not only theoretical knowledge, but also

practical application skills, which strengthened their

professional training. International and national

experiments have also confirmed that the cognitive

approach is effective in education. In particular,

according to Bliuc and colleagues (2007), the

cognitive approach helps to strengthen students '

knowledge in the educational process and adapt them

to new conditions. And national studies by

khudayberganova and Yusupova (2023) have

successfully demonstrated the use of this approach in

the Uzbek educational system.

At the same time, the results found in the

study showed the need for a broader future

application of the cognitive approach. The role of the

cognitive approach in the development of

methodological skills of future teachers is large,

which serves to improve quality in the educational

system. Therefore, it will be worthwhile to introduce

this approach more broadly not only to Uzbekistan,

but also to the educational system of other countries.

REFERENCES

Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). The

Internet and Higher Education, 10(4), 231-244.

Ehlers, U. D. (2020). BoD–Books on Demand.

Sarybayeva, A. K., Berkinbayev, M. O., Kurbanbekov, B.

A., & Berdi, D. K. (2018). European Journal of

Contemporary Education, 7(4), 827-844.

Tulkinova, T. N. (2024). PEDAGOG, 7(3), 564-572.

Xayitov, J. (2022). Евразийский журнал академических

исследований, 2(13), 1463-1470.

Xudayberganova, N. Q., & Yusupova, F. N. (2023).

Лучшие интеллектуальные исследования, 11(3),

126-131.

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