Optimising Professional Development of Pedagogy Students through

Socio-Psychological Training and Environmental Education

Enhancement

Rakhimova Indira Igorevna and Yusupjonova Iroda Abdirayimjonovna

National University of Uzbekistan named after M. Ulugbek, Tashkent, Uzbekistan

Keywords: Psychological Training, Communication Skills, Organizational Skills, Self-Control, the Process of

Professional Formation of Future Educators, Psychology of Environmentally Responsible Behaviour,

Successful Integration, the Process of Professional Development of Students of Pedagogical Specialties,

Environmental Education, Features of Pedagogical Communication, Professional Consciousness of a Future

Teacher, Subject of Study, Interpersonal Relations, Educational Motives, Natural Resource Management.

Abstract: This paper explores the urgent need for enhanced professional training and education of pedagogy students,

emphasising the development of professional maturity, adaptive potential, and effective pedagogical

communication. It identifies key socio-psychological characteristics essential for future educators and outlines

the challenges in preparing students for their roles. The research underlines the importance of the student

period in professional development and highlights the crucial role of teachers in environmental education. It

advocates for universities to play a significant role in optimising students' professional formation and

addresses a research gap by focusing on the socio-psychological features of this process. The study's objective

is to develop an effective training programme based on these features, aiming to improve the professional

development of pedagogy students. Using various psychodiagnostic methods, the research evaluates the

integration of professional qualities and proposes a socio-psychological training programme to enhance

professional formation. Empirical data supports the programme's efficacy in fostering professional growth.

1 INTRODUCTION

The article addresses the growing demand for the

professional training and education of the younger

generation, emphasizing the need for not only

academic knowledge but also professional maturity,

adaptive potential, and effective pedagogical

communication. The focus is on the professional

development of students majoring in pedagogy,

highlighting their socio-psychological characteristics.

The key points covered in the research include:

1.Importance of Professional Development:

•The modern societal demand for professional

training requires a high level of professional maturity,

adaptive potential, and effective pedagogical

communication.

•The need for full self-awareness and development of

the professional potential of future educators is

emphasized.

2.Psychology of Environmentally Responsible

Behaviour:

•The article mentions the study of participants in the

educational process regarding the psychology of

environmentally responsible behavior, utilizing

various experimental methods to achieve desired

results.

3.Challenges in Student Preparation:

•Despite the importance of professional development,

the preparation process for students majoring in

pedagogy often lacks sufficient conditions for full

self- awareness and the development of their

professional potential.

4.Significance of Student Period:

•The student period is highlighted as a crucial stage

for professional development, characterized by the

understanding of individuality, formation of values,

socio- psychological development, and the

establishment of research directions.

5.Role of Teachers in Environmental Education:

•Psychological approaches are considered crucial in

the development of environmental education,

emphasizing the significant role of teachers in this

aspect.

Igorevna, R. and Abdirayimjonovna, Y.

Optimising Professional Development of Pedagogy Students through Socio-Psychological Training and Environmental Education Enhancement.

DOI: 10.5220/0012884400003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 551-555

ISBN: 978-989-758-723-8

551

6.University's Role in Professional Formation:

•The study asserts that one of the main tasks of a

modern university is to optimize the professional

formation of students majoring in pedagogy,

revealing and developing their inner potential.

7.Research Gap and Justification:

•The analysis of scientific literature reveals a gap in

direct studies on the socio-psychological features of

professional formation in students majoring in

pedagogy, justifying the need for this research.

8.Purpose of the Study and Research Tasks:

•The main purpose is to develop an effective training

program based on the socio-psychological structure

of professional formation for students majoring in

pedagogy at the university.

•Research tasks include analyzing theoretical

foundations, understanding the modern concept of

professional formation, identifying socio-

psychological features, studying existing

contradictions, exploring the structure, determining

criteria, emphasizing the role of pedagogical

communications, and preparing a socio-

psychological training program.

Overall, the study aims to contribute to the

optimization of the professional development process

for students majoring in pedagogy, considering their

socio-psychological characteristics and the

challenges they face during their university education.

2 METHODOLOGY

The dissertation research utilizes various

psychodiagnostics complex methods to study the

process of professional formation of students

majoring in pedagogy. These methods include:

Experimental Survey: Conducted to study the process

of professional formation of students majoring in

pedagogy. Communicative and Organizational

Propensity Test (KTM): Developed by V.V.

Sinyavskiy and V.A. Fedoroshin, used to assess

communicative and organizational traits.

Empathical Self-Assessment Test Questionnaire:

Developed by Yu.M. Orlov and Yu.N. Emelyanov,

employed to measure empathic self-assessment.

Communication Self-Monitoring Test-

Questionnaire:

Developed by M. Snyder, utilized to assess

communication self- monitoring.

Success Motivation and Avoidance of Failure

Survey: Developed by A.A. Rean, employed to gauge

success motivation and the avoidance of failure.

Self-Management Will Study Test Questionnaire:

Developed by A.V. Zverkova and E.V. Eidman, used

to measure self-management will in studying.

Methodology of Pedagogical Situations: Developed

by R.S. Nemov, employed to analyse pedagogical

situations.

Scientific Novelty of the Research:

Conditions for Successful Integration: The research

identifies conditions for the successful integration of

teachers into professional activities through the

formation of cognitive constructions, self-

identification, and recognition of their absoluteness.

Optimization of Professional Qualities: The study

aims to optimize crucial professional qualities such as

communication, empathy, objective and open

thinking, and stimulates creative thinking through the

development of general skills.

Generalized Criteria for Assessment: Generalized

criteria, including communicative-pedagogical,

motivational- volitional, analytical-evaluative, and

value- creative aspects, are formed to assess the level

of professional formation of students majoring in

pedagogy.

Socio-Psychological Training Program: A socio-

psychological training program has been developed

to create conditions for the formation and

development of criteria groups that optimize the

professional formation of future teachers in higher

education.

Dissertation Structure:

Chapter One - Essence of Professional Formation:

Focuses on the concept of professional formation in

modern psychology, socio-psychological features of

personal development during the student period, and

contradictions in professional formation.

2. Chapter Two - Structure of Professional

Formation: Explores methodological approaches,

criteria for professional development, and analyses

the role of pedagogical communications in the

professional formation of students majoring in

pedagogy.

Analysis of Professional Formation:

• The effective training of students in pedagogical

specialties is viewed as a coordinated system

with various components, including rules,

principles, forms, and methods of teaching in higher

education institutions.

System of Criteria for Professional Formation:

• The study recommends selecting specific criteria

from general criteria based on the content of the

studied phenomenon to create a system of criteria for

professional formation of future educators.

The dissertation contributes to understanding and

optimizing the professional development of students

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

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Table 1: Generalized structure of criteria of professional formation of students of pedagogical specialties.

Communicative-

Pedagogical K

Motivation- Will Analytical Assessor Valuable-Creative

Ability to establish dialogic

interactions

Ability to emotional-

empathic reactions in

edagogical situations

professional competence

teachers, educators, learners,

attitudes to pedagogical

activit

ability to communicate with

colleagues, acquaintances

on the subject

professional shortcomings

relatively intolerance

pedagogic to reflection

inclination

striving for professional self-

improvement

pedagogical situations

orientation ability

pedagogical situation

emotional cases can do get

detailed pedagogical

situation content and

logic understand ability

to the goal compliance _ _

detection and instead

increase in the process to him

follow to do abilit

flexible speech

communication skills

the establishment of self-

knowledge and the

recording of attitudes

towards one's self

pedagogical culture

composition part as

training content about

reflexive ideas

creative self-awareness , self

to know and in pedagogical

activities professional self-

rovement

General communicative lik Self-cognition ,

development of professional

reflexes , self - control to do

majoring in pedagogy, offering insights into

conditions, qualities, and assessment criteria.

Chapter Three - Socio-Psychological Ways to

Optimize Professional Development:

The third chapter of the dissertation, titled "Socio-

psychological ways to optimize the professional

development of students majoring in pedagogy,"

focuses on the development of a program aimed at

enhancing professional formation and self-

improvement. The main components of this chapter

include:

1. Program Development: The author develops a

socio-psychological training program designed to

determine its effectiveness in optimizing the

professional development of students majoring in

pedagogy. The program is tailored to create

conducive conditions for the formation and

development of specific characteristics identified as

crucial for professional optimization.

2. Program Objectives: The primary goal of the

program is to facilitate the formation and

development of certain characteristics in students

majoring in pedagogy. These characteristics align

with the generalized groups of occupational

formation criteria identified in the study.

3. Program Structure: The socio- psychological

training program is structured for 20 academic hours,

spread across 10 sessions. It comprises 52 special

exercises and 8 mini-lectures, aiming to address key

aspects of professional development.

4. Empirical Study: To assess the effectiveness of

the program, an empirical study is conducted. A total

of 254 students, including both women and men,

enrolled in the 3rd and 4th courses of pedagogical

specialties, participate in the study.

Empirical Study Design: The empirical study is

designed to evaluate the impact of the socio-

psychological training program on students'

professional development. It involves analysing data

collected from the participants.

Study Participants: The participants in the empirical

study consist of 254 students majoring in pedagogy,

representing both genders. The inclusion of students

from the 3rd and 4th courses ensures a diverse and

comprehensive sample.

Program Effectiveness: The author presents empirical

data to demonstrate the effectiveness of the socio-

psychological training program. This data is crucial

in substantiating the program's ability to optimize the

professional development of future teachers.

The third chapter thus encompasses the design and

implementation of the socio-psychological training

program, with a focus on empirical evidence

supporting its efficacy in enhancing the professional

formation of students majoring in pedagogy.

3 RESULTS AND DISCUSSION

Chapter Three - Empirical Study Results:

In this section, the author presents the results of the

empirical study, focusing on the comparability of

psychodiagnostics data between the experimental and

control groups. Key aspects include:

Group Formation: Two groups were formed for the

study: an experimental group comprising 125 students

Optimising Professional Development of Pedagogy Students through Socio-Psychological Training and Environmental Education

Enhancement

553

(49.2%) who participated in the socio-psychological

training program, and a control group consisting of

129 students (50.8%) who did not undergo the

program. This design ensures a comparative analysis

of the impact of the program on professional

development.

Psychodiagnostic Study: To assess the dynamics of

professional formation, the author designed an

experimental questionnaire. This tool was employed

to collect psychodiagnostic data based on predefined

criteria for the professional formation process.

Figure 1: Level of professional development

Initial Examination: The first psychodiagnostic

examination conducted during the socio-

psychological training program revealed no

significant differences between the experimental and

control groups. The majority of respondents in both

groups (Taj. 89.6%, 112 people; Naz. 86.8%, 112

people) exhibited an average level of professional

development (Figure 2).

Professional Development Levels: According to the

experimental survey, the majority of respondents in

both the Tajik and Nazarbayev groups demonstrated

an average level of professional development. This

indicates a baseline similarity in professional

formation among participants before the intervention.

Additionally, the outcomes of the comprehensive

psychodiagnostic examination conducted prior to

socio-psychological training indicated that,

concerning professional development, the

participants from both the experimental and control

groups were almost at an equivalent level.

Consequently, following socio-psychological

training, the primary structure of students typically

possesses a pre-existing foundation of theoretical

knowledge and personal attributes. They work

relatively professionally, explore creative approaches

to address novel pedagogical challenges, exhibit a

desire for professional self-development and

improvement, and attain commendable results in

education and training. However, the creativity

within the activities of this student category generally

aligns with the functions of "improvement" rather

than the creation of new models of pedagogical

practice. Methodological reflection, which is more

contingent on the age characteristics of professional

development, tends to be underdeveloped in this

context.

However, this trait in the control group (n = 129)

remained virtually unchanged.

Figure 2: Controls group behaviour

The data from the initial examination forms the basis

for assessing the impact of the socio-psychological

training program on the subsequent professional

development of future educators. The presentation of

these initial findings sets the stage for further analysis

and discussion regarding the effectiveness of the

program in optimizing the professional formation of

students majoring in pedagogy.

4 CONCLUSIONS

From the above, it can be concluded that today there

is a great interest of scientists to study the

professional formation of educators, including at the

stage of their teaching in higher education. This is due,

on the one hand, to the development of the

pedagogical profession, its success, personal growth

as a full member of modern society, the high

importance of the phenomenon under study in the

implementation of a special task of educating the

younger generation, and secondly, the urgency of

improving the training of teachers. Based on the many

ideas considered by scientists in the research, the

professional formation of a future teacher should be

understood as a step-by-step process of entering the

pedagogical profession, resulting in the gradual

development of personality, professional and

important features, knowledge, skills and abilities. the

world will change qualitatively. At the same time, the

professional development of the future educator,

which by its very nature is a complex and

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multidimensional phenomenon, reflected one of the

initial stages of professional socialization and

individualization.

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