Mukhitdinova Malohat Sajabborovna Pedagogical practice, cluster, music teacher, professional competence, project-based practice, mentoring, digital technologies, Uzbekistan

Аннотация

The article examines modern approaches to organizing the pedagogical practice of future music teachers, with a focus on the cluster model. Based on the analysis of theoretical sources and the results of empirical research, the advantages and limitations of traditional forms of practice are revealed, and the effectiveness of the cluster model is substantiated as an innovative tool for developing professional competence. Examples of project-based and digital practice are presented, along with recommendations for implementing the model within the music-pedagogical education system. Keywords: Primary education, methodological skills, teacher, innovative approach, interactive methods, independent thinking, competency-based approach. of pedagogical practice in this study is considered not Introduction: The modern system of training of as a formal element of the curriculum, but as a special pedagogical personnel in Uzbekistan is experiencing educational space in which theoretical knowledge with the stage of active transformation in the context of real professional activity occurs. It is in the conditions digitalization, the introduction of a competency -based of practice that the student first enters into direct approach and updating international standards. interaction with students, faced with their individual Particular attention in this process is paid to the characteristics, interests and difficulties. Within the organization of pedagogical practice, which acts as a framework of this activity, key pedagogical skills are key link in the formation of the professional formed: the ability to improvis, flexibility of thinking, competence of the future music teacher [1]. However, adaptation to unpredictable situations and making traditional forms of practice often turn out to be decisions in the conditions of a living educational inappropriate in time requests, limiting students' process. capabilities in the application of knowledge and the development of pedagogical skills. Scientific literature interprets professional competence as an integrative characteristic of a teacher’s In recent years, the category of “competence” has personality, including cognitive, motivational and acquired the status of an international concept. In activity components [2, 3]. Pedagogical practice, particular, within the framework of the Bologna according to Khojamkulov, is the space of the process, professional competence was defined as a formation of pedagogical identity, where the theory central element of educational standards. In addition, meets reality and is formed by readiness for the World Bank, analyzing the prospects for the professional activity [4]. Given the international trends development of education, emphasizes that the so - and local context, the transition to innovative models called Soft Skills - communicative, emotional and social of the organization of practice, among which the skills - become as significant as academic training. This cluster system occupies a special place, becomes is especially true in the context of the training of future relevant. music teachers, since musical art is a universal language of emotions and interpersonal interaction. The concept Theoretical foundations of the cluster model. The International Journal of Pedagogics 10 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) cluster model is a form of partnership between 20th century, however, in modern conditions, it universities, schools, cultural institutions and demonstrates limited in the formation of flexible and employers, based on coordination, mutual interdisciplinary competencies in future teachers. responsibility and interdisciplinaryness [5]. The Problems of traditional practice. Based on the results of approach proposed by Khutorovo allows us to consider the questionnaire of musical and pedagogical areas, competence as a result of the integration of various more than 60% of respondents noted difficulties in professional resources [3]. The cluster provides developing lessons, taking into account the age students with a variety of practice formats, including characteristics of students. About 54% indicated a lack design, digital and cultural-oriented activities. of methodological and emotional support from schools International experience (Finland, South Korea, [4]. The leaders of the bases of practice confirm the low Canada) confirms the effectiveness of such models. In level of the performing training of students, the lack of Finland, for example, students are practiced in pedagogical initiative and weak readiness for museums and studios, and in Korea, they are independent work. Many students who come to accompanied by mentors in the process of pedagogical pedagogical practice experience difficulties with work activity. These practices can be adapted to the in an orchestral format or organizing ensembles, conditions of Uzbekistan in the presence of especially in those schools where t