DEVELOPMENT OF EDUCATIONAL SKILLS IN THE ACTIVITIES OF THE FUTURE TEACHER

Аннотация

this article reflects on the factors for the development of educational skills in future teachers, the formation of a personal point of view of teachers, the place and importance of reflectivityin teaching activities. Key words: formation of professional-personal position, self-development, pedagogical activity, reflexiveabilities. The formation of the educational maqei in the future teacher manifests it as a subject of pedagogical activity, ensures communication and personal development with students. In order for the teacher to strengthen his position, he must develop regularly, increase his professional and personal strength. Because the teacher develops professionally, spiritually with the help of cooperation and creativity. In order for the teacher to become a subject of the educational process, he must strengthen his constructive, ideological, professional-personal position. If the strengthening of one's position is a technological condition for the educational skills that are formed in the teacher, self-development makes it possible to assess the dynamics of the process as its technological criterion. Since this process is considered as a procedure for the formation of the professional position of the teacher, it is advisable to analyze the laws and factors of its formation. The formation of educational skills in teachers depends on a number of laws. The non-systemic state of the formation of educational skills in teachers requires the identification of a number of factors. These factors affect the nature of the process. This encourages the teacher to develop his or her perspective and career. As a precursor to the leading factors in the formation of educational skills in teachers, it is important that they acquire modern information, carry out the comparison necessary fortheir activities, assess andunderstand vital and pedagogical processes. The personal point of view of the teacher makes it possible to understand certain phenomena in pedagogical activity and behavioral terms. Alternatively, the subject's self-understanding cannot be achieved without mechanisms of reflection. This is the precursor to the factors that shape educational skillsinteachers. Reflexive elements in the structure of strengthening one's position are separated by many specialists. Their interpretation is that a consciously realized choice does not arise without reflection. Because reflection is the basis of logical knowledge. In a particular pedagogical context,themethod ofreflection is expressed in a bounded way. Pedagogical reflection is a phenomenon associated with an individual's understanding of how he occupies a place in his professional activities. This represents the attitude of the prospective teacher towards specific pedagogical decisions. The teacher always tells themselves “what kind of teacher am I?", “How do my personal qualities manifest?", “What is hindering my effective pedagogical activity?", “What factors are of particular importance in ensuring the quality of my pedagogical activity?", they should regularly diagnose their activities by asking questions. page261 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Because these questions make it possible to determine the reflexive attitude of the future teacher towards his activities. On theground ofthe reflexive ability ofthefuture teacher, the skillof his search forthe basics of his own activity is manifested. Reflection is not only the ability of the teacher to understand the knowledge, skills, competencies that exist in him, but also a phenomenon that represents his personality, activity and cognitive competence. A person with reflexive skills will also master the basics of personality culture. He also has the capacity to develop his activities and personality. Because reflection is also an opportunity for self-spiritual development. If we analyze the educational process within the framework of the subject-subject relationship, then the result of the teacher's influence on the student develops significantly with the help of a reflexive process. As a mechanism of self-analysis, pedagogical reflection manifests itself as a mechanism of self-control, thinking and responsible behavior. In this regard, the development of reflexiveabilities isimportant in every future teacher. Because not only does reflection consist of pedagogical knowledge and self-understanding, it is also a phenomenon that determines in what way students can know and understand the teacher. These include his personal characteristics, the power of emotional impact, his cognitive imagination. Such visions, in their essence, form the basis of collaborative activities. In this process, a fundamental reflexive relationship is composed, which is a separate form of reflection. It is possible to give a description of personal activity using reflection,