EFFECTIVENESS OF THE "4+2" PRACTICE FOR STUDENTS STUDENTS IN PEDAGOGICAL EDUCATION AND THE ACTIVITY OF THE PRACTITIONER

Аннотация

This article discusses the role of pedagogical practice in the professional training of a future teacher and the formation of professional skills, qualifications and the tasks of pedagogical practice. Key words:PQ-289, pedagogical practice, skills,qualifications, professional training. INTRODUCTION. The Resolution of the President of the Republic of Uzbekistan No. 289 “On measures to improve thequality of pedagogical education and further develop theactivities ofhighereducational institutions training pedagogical personnel”stipulates that weekly training sessions for students of 2-4 levels studying full-time in higher educational institutions training pedagogical personnel will be conducted in the “4 + 2” order, including 4 days of classes in a higher educational institutionand 2days in general secondary educational institutions. Pedagogical practice is a mandatory part of the undergraduate educational process and is aimed at the formation of professional training, practical skills and competencies of students. Pedagogical practice is a process that connects the student's theoretical education and future independent activity. The purpose of pedagogical practice is to prepare future teachers for professional activity, test the theoretical knowledge they have gained in practice, develop a sense of responsibility for pedagogical activity and the ability to work on themselves, as well as study the work activities ofexperienced teachers. Thetasks ofpedagogical practice are as follows: To cultivateinterest in theteaching profession in students; To form aholisticunderstanding ofpedagogical practice in students; To familiarize students with advanced pedagogical experiences and the use of modern technical means (kundalik.com, electronic boards, etc.) To form pedagogical skillsand qualifications; Creating experience in pedagogical activity. Theeffectiveness ofpedagogical practice isreflected in: 1.Studentindependence 2.Studentactivity 3.Creativeapproach to work. 4. Ability to independently analyze the lesson. 5.Talaba sinf dars tizimida o‘quvchilar guruhi bilan mustaqilishlay olishi. page1274 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Professional training is interpreted as a specific form of social competence of a person, which arises on the basis of the acquisition of the necessary professional knowledge, skills and qualifications. Professional knowledge is a combination of information and acquired theoretical knowledge necessary for thework performed withinthe framework ofspecific laboractivity. Professional skills and qualifications are an automated method of transforming a person's acquired professional knowledge into conscious work actions that arise in the process of practical activity. Pedagogical and qualification practice is intended to acquire the skills of studying pedagogical psychological resources in general secondary educational institutions, conducting practical exercises within an educational group, improving pedagogical skills, determining the student's thinking, using methodsto improvehis abilities, and creating aprogram for pedagogical work. The student-practitioner must be well aware of the content of the educational process that he must directly implement during the practice process, as well as the ways to implement it, because if the student-practitioner has sufficient information about the purpose, content and final tasks of the practice, the practice process will be effective. At the same time, observing and analyzing the lesson also plays an important role. As is known, a lesson is a purposeful activitycarried out togetherbythe teacherand studentsat aspecified time. When observing a lesson, it is advisable for the student-practitioner to pay attention to and studythefollowing: 1.Settinggoals and objectives for thelesson. 2. Organizational analysis. Attention should also be paid to the readiness of the room where the lesson is held, the cleanliness of the classroom, the provision of modern educational tools, and theappearanceof theteacher. 3. Didactic analysis. The scientific nature of the topic, its orientation from simple to complex, anditsinstructiveness. 4. Methodological analysis. How many hours the topic is designed for according to the curriculum, what methods and techniques should be used to deliver it, taking into account the ageand individualpsychological characteristics ofthestudent. 5. Psychological analysis. First of all, it is necessary to study the student's mood, his health, a healthy environment in the team, the student's stability of attention and interest in science, the student's resourcefulness, cognitiveand logical thinking. 6. Pedagogical analysis. This type of analysis is quite complex and responsible, and in addition to the teacher's appearance, the ability to get along with the class, his culture, manners, how h