DESCRIPTION OF PEDAGOGICAL TECHNOLOGY DEVELOPED BASED ON EDUCATIONAL VALUES AND ITS MAIN PRINCIPLES

Аннотация

This article examines the methodology and theoretical- methodological foundations of preparing students for professional-pedagogical activities based on educational values. Additionally, it analyzes the description and main principles of pedagogical technology developed on the basis of an axiological approach. Keywords: axiological approach, pedagogical process, professional- pedagogical activity, integrative, value, value-based approach, axiological hierarchy, technology, cognitive, emotional, sociocentric, genetic, national, historical, technological. INTRODUCTION. The person-oriented approach, relying on the unity of psychological characteristics that constitute an individual's personality, implements the important psychological and pedagogical principle of an individualized approach with its own technology. According to this, the specific characteristics of each student are taken into account during lessons and training sessions. All of this creates optimal conditions that contribute to the development of the learner's personality through the leading educational activities of youth. To prepare students for professional pedagogical activity based on an axiological approach, it is first necessary to form an axiological need for pedagogical activity, enable them to understand national needs, exert influence, and improve value-based pedagogical activity aimed at this process. LITERATURE ANALYSIS AND METHODS. The socio-philosophical and pedagogical-psychological foundations of preparing students for professional activity and developing a system of values in Uzbekistan have been studied by scholars such as N. Shodiev, B. Adizov, O. Jamoldinova, I. Isaev, Sh. Mardonov, U. Makhkamov, O. Musurmonova, S. Nishonova, V. Slastenin, D. Ruzieva, B. Khodjaev, Sh. Sharipov, Sh. Shodmonova, E. Shiyanov, N. Egamberdieva, and M. Kuranov. In their scientific research, special attention has been paid to revealing the content and essence of national, universal, spiritual-moral, aesthetic, educational, and upbringing values, as well as the specific aspects of developing a system of values in future teachers. A number of scientific studies have been conducted in CIS countries on preparing teachers for professional-pedagogical activities, designing the 77 CURRENT APPROACHES AND NEW RESEARCH IN MODERN SCIENCES International scientific-online conference educational process, and implementing it in education. In particular, this is reflected in the research of scholars such as O.A. Kolesnik, B.T. Likhacheva, A.I. Mishchenko, V.A. Slastenin, L.F. Spirina, L.G. Semushina, V.P. Bespalko, V.M. Monakhov, G.L. Ilyin, T.K. Smikovskaya, S.V. Vasekin, O.B. Yepisheva, and G.A. Monakhov. Foreign scholars B. Wilson, J. Kim, Angela Stoff, Benjamin Bloom, Brian Cole, Drapeau Patty, Jaslin Holberg, Merriembar Jeron, and Leyla M. Spencer have examined the specific characteristics of developing readiness for professional- pedagogical activity among teaching staff. M. Spencer examined the characteristics of the formation of readiness for professional-pedagogical activity among teaching staff. RESULTS AND DISCUSSION. Person-centered technologies form the basis of a person-centered approach. It is founded on the following key principles. The communicative foundation of person-centered technologies in the pedagogical process is a "new perspective on the learner," that is, a humanistic- personal approach, which includes: in the pedagogical process, the individual is not an object, but a subject; each learner is talented, and most are gifted; high ethical values (generosity, love, diligence, conscience, etc.) are considered the priority qualities of the individual. The democratization of relationships in the educational process (teacher- learner, learner-learner) includes: equalizing the rights of the learner and the teacher, the learner's right to free choice; the right to make mistakes; the right to have one's own point of view should be the foundation of the relationship between the teacher and the learner, namely: a) not prohibiting; b) collaborating rather than controlling; c) persuading, not coercing; d) organizing, not ordering; e) allowing free choice, not imposing constraints. The content of the aforementioned new relationships demonstrates the appropriateness of utilizing pedagogy that yields fewer results in suitable contexts within the current rapidly developing environment. In our country, the goal of nurturing spiritually and physically mature youth and improving the quality of providing them with modern knowledge to develop 78 CURRENT APPROACHES AND NEW RESEARCH IN MODERN SCIENCES International scientific-online conference well-rounded individuals for society has been set as a priority in the field of education and upbringing. All actions taken in the process of continuous education are factors in achieving this goal. Currently, optimal methods for teaching all subjects based on modern pedagogical technologies are being investigated. In par