ISSUES OF TEACHER SKILLS IN THE HERITAGE OF EASTERN RENAISSANCE THINKERS

Аннотация

This article analyzes the issues of teacher skill in the heritage of Eastern Renaissance thinkers. Keywords: etiquette, skill, wise man, science, thinker, duty, pedagogical skill, pedagogical technique. Аннотация: В статье анализируются вопросы педагогического мастерства в наследии мыслителейВосточного Возрождения. Ключевые слова: этикет, мастерство, мудрость, наука, мыслитель, долг, педагогическое мастерство,педагогическая техника. INTRODUCTION. As society develops, the need to train individuals who meet the needs of society also increases. As a result of the enrichment, theoretical expansion and practical application of experience in the field of teaching and educating the younger generation in the teaching profession, the demand for the development of teacher competence has increased. Indeed, the issue of educating today's youth as "... independent thinkers, deeply mastering modern knowledge and professions, with a strong life position, and truly patriotic people is the most urgent issue facing our state. Therefore, young people should not stop learning every second, increasing their experience based on the knowledge they have acquired. After all, leading our country towards development, relying on advanced international practice, is the highest goal" [1]. Nowadays, modern educational institutions are required to have teachers who can think broadly andcreate theirown uniqueaspects ofpedagogical activity within theframework ofhumanity. Today, modern educational institutions are required to employ teachers who are able to think broadly and create unique aspects of pedagogical activity within the framework of humanity. Therefore, the formation of the foundations of professional behavior in future teachers is one of the important tasks facing the discipline of pedagogy. It prepares future teachers for professional activity both morally and psychologically, thereby contributing to the formation of professional behaviorskills. LITERATURE ANALYSIS AND METHODOLOGY. The study of historical sources shows that in the work "Avesta", which occupies a special place among national and spiritual values, a unique Concept of educating a future teacher was created. According to it, "good thoughts, good words and good deeds" are recognized as important spiritual and moral criteria determining human maturity. The idea of ​ ​ ensuring the unity of thought, word and deed (action, activity) 357 and its reflection will form the basis of the content of approaches to the perfection of a future teacherin subsequent periods ofhistorical development. Originalarticle ISSN:3030-3931, Impact factor: 7,241 Volume 7,issue1,Aprel 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAKIndex bazalari : research gate, research bib. Qo’shimchaindex bazalari:zenodo,open aire. googlescholar. The organization of practical actions to improve professional skills, a high level of feeling and adherence to decency, morality, duties and obligations in pedagogical activity, as well as our modern pedagogical scientists Malla Ochilov, Xolboy Ibragimov, Dilnoz Ruziyeva, Begzod Khodjayev, Oynisa Musurmonova and others expressed their views on the teaching profession, itsdifficulties, as well as thequalities that shouldbe reflected in thepersonality ofa teacher. According to the ideas of Islam, “not to harm others with one’s hands and tongue”, “to distinguish between lawful and unlawful actions”, to perform Islamic practices, and to have a strong faith are thequalities that determine thecharacter ofa future teacher. “A teacher,” says Al-Farabi, “must have intelligence, beautiful speech, and be able to fully and clearly express the thoughts he wants to convey to his students. At the same time, he must value his honor and be fair. Only then will he have a high level of humanity and reach the peak of happiness,”he emphasizes. According to the famous scientist Abu Ali ibn Sina, who reflected on this problem, “...A teacher mustbe a person who is steadfast, pure in conscience, truthful, and well-versed in the methods of raising children, as well as the rules of morality. The teacher must be able to study the entire innerandouter world ofthestudent and penetratethe layers of hismind. RESULTS. The Uzbek poet and thinker Alisher Navoi, condemning the qualities of some schoolteachers of his time, in particular, harshness, greed, and ignorance, sets serious requirements for the spiritual image of the teacher. In particular, “a teacher should not be one who is not interested in a position and does not try to teach knowledge that he does not know, who does not desire to teach for the sake of pride and does not talk and joke for the sake of gain, who does not wear a big turban and a long skirt because of ignorance, and who does not have a place for him on the madrasa porch to be a braggart. He should not be afraid of mischief and avoid impurity, but rather, he should not be a scholar and make various immoral acts permissible or even permissible fo