Component and Quality of Pedagogical Skills

Umida U. Sayfullaeva

, Nasiba B. Zaynieva

, Dildora Sh. Ibragimova

and

Feruza E. Kultaeva

Samarkand State Institute of Architecture and Construction, Samarkand, Uzbekistan

Keywords: Pedagogy, Pedagogical Technique, Speech, Mime and Pantomimic Expression, Methodical Skills.

Abstract: This article notes that the role of pedagogical technique in the pedagogical skill system of modern pedagogy

is incomparable. Because it helps the teacher to control his body (mimicry, pantomime), to control his feelings

(emotions), to acquire enthusiasm, skills, speech techniques and to use them in educational activities and

extracurricular activities, serves as a program in explaining the ways.

1 INTRODUCTION

Thus, pedagogical technique is a set of professional

and personal skills that serves as the main factor in

establishing the teacher’s pedagogical activity,

influencing, organizing and managing students and

young people. Well! What is meant by teacher’s

pedagogical technique? What are the qualifications of

a teacher's pedagogical technique? What role does it

play in the organization, implementation and

educational impact of the teacher? Observing the

work experiences of advanced and innovative

pedagogues and studying the activities of schools of

advanced practice shows that the full mastery of

pedagogical techniques, the formation of its skills,

increases the effectiveness of education and

upbringing, and improves the education of students

and young people and on this basis it causes the rise

to the ladder of pedagogical skills. In the system of

the teacher’s pedagogical activity culture, it is

recognized that the components of pedagogical skills

are pedagogical techniques, pedagogical etiquette,

and the role of pedagogical communication culture.

Yu.P. Gonobolin, N.V. Kuzmina, A.N. Sherbakov,

V.A. Selastenin, L.I. Ruvinsky, V.N. Kukharev, I.A.

Zyazyun N.N., who researched this problem both

pedagogically and psychologically from a scientific-

theoretical, methodological-organizational and

practical point of view. Tarasevich, M.G.Davletshin,

https://orcid.org/0009-0002-2843-2748

https://orcid.org/0009-0003-6612-4073

https://orcid.org/0000-0001-9839-2206

https://orcid.org/0009-0008-0494-6107

K.Zaripov, S.Rajabova, B.Khojaev and others pay

special attention to the importance of pedagogical

techniques in the professional training of teachers. L.I.

Ruvinsky, noting that pedagogical technique is of

particular importance in the system of pedagogical

skills of a teacher, writes: “Teacher’s pedagogical

technique is a set of skills that allows the pedagogue

to teach the students through what they see and hear.

It allows you to convey your thoughts and feelings”

and N.N. Tarasevich, in his pamphlet “Pedagogical

technique - kak element”, thinking about pedagogical

technique, says: a skill consisting of a sum of

emotions and mental states is a pedagogical

technique”. In fact, observation of the activities of

pedagogues who perform master pedagogical tasks at

a high-level show that pedagogical techniques play an

important role in organizing students’ cognitive

activities and having an educational effect on them.

Because it teaches the teacher how to control his

feelings (emotions), acquire enthusiasm, abilities,

speech techniques and use them in educational

activities and work. Thus, pedagogical technique is a

set of certain professional and personal skills, which

serves as a leading factor in influencing the teacher’s

pedagogical activity, organizing and managing

educational work.

900

Sayfullaeva, U., Zaynieva, N., Ibragimova, D. and Kultaeva, F.

Component and Quality of Pedagogical Skills.

DOI: 10.5220/0012932500003882

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 900-904

ISBN: 978-989-758-723-8

2 FINDINGS AND RESULTS

According to the scientists who study and apply the

theory of pedagogical skills (N.N. Tarasevich, N.V.

Kukharev), pedagogical technique skills are divided

into two groups: The skills of the first group include

the speech technique of the pedagogue, control of his

movements, mime and pantomimic expressions, his

emotions and mood management, acting and

directing skills. The qualifications of the second

group of pedagogical techniques consist of

professional qualifications, which include gnostic

qualifications, designing qualifications, constructive

(the ability to organize creative work of the team,

education of pupils and students, professionalism in

teaching). This, It can be seen in Table 1: Table 1.

Pedagogical technical skills Personal and

professional skills of a teacher Professional skills of a

teacher 1, Speech technique of a teacher 2, Mimic and

pantomime expressions in a teacher’s work 3. Skills

of acting and directing of a teacher 4, Ability of a

teacher to control his emotions 1, Gnostic skills: - to

distinguish between important and basic issues; -

systematization of educational material; - clearly

defining the additional source; - to be able to choose

didactic material on the topic; - be able to give

evidence. 2. Designing skills: - ability to plan a clear

presentation of educational information; - being able

to make question-and-answer tasks correctly; - to be

able to formulate and observe a problem of research

character, to be able to make hypotheses. 3.

Constructive skills: - ability to teach independent

expression of thoughts; - being able to learn to justify

and prove the answer; - being able to teach how to

connect theoretical and practical information. The

skills of the pedagogical technique presented in the

table are the ability to clearly direct students to the

organization of educational activities and the

acquisition of information, the ability to accurately

apply and control tasks, to be able to work in a

working relationship with the team and some

individuals, ask questions it shows that it provides

practical help in the appropriate use of methods such

as knowing, being able to control one’s own mood,

behaviour, and emotions. Pedagogical technique is a

set of educational and training methods of teaching

reading, influencing, learning, reacting, just as the

technique is a set of methods. Now, let’s get

acquainted with a brief description of the

qualifications of the teacher’s pedagogical technique.

I. One of the important skills of a teacher’s

pedagogical technique is his speech technique.

(Speech pace, diction, (high, medium, low pitch) is

the tone of speech. It is known that speech is of great

importance in human life. Everyone knows this and

everyone needs it for communication. Speech, as a

powerful means of influencing one another, can

convince a person, call him to work and win, turn him

away from a bad path, make him happy or anger him,

and even kill him. Speech is very important in the

work of a teacher, and it performs educational and

educational functions. Students gain knowledge,

ideas, and confidence through the teacher’s speech.

They understand certain emotions and organize their

activities based on what they have described in this

speech. Because the physiological foundations of

speech were explained by I.P. Pavlov, we consider

our sensations, perception and imagination to be the

first signals of the external world around us; speech

and thinking constitute the second signal system. The

word is a signal of direct signals, which consists in

perceiving things and events in reality, creating ideas

about them. “In man,” writes I.P. Pavlov, “secondary

signals appeared, developed and improved in the

form of spoken, audible and visible words. This new

system of signals gradually became the one that

people receive directly from the external and internal

world, determining all the impressions...” We know

that the speech addressed to others can be oral and

written. These two forms of speech are inextricably

linked, one complements the other. Sometimes a

person who can master oral speech well can express

his thoughts poorly in written speech, or on the

contrary, a person who has mastered written speech

well cannot express his thoughts clearly in oral

speech. A teacher’s speech is characterized by the

way in which information is taught to students, so it

is not structured like other speeches. However, only

the speech characteristic of a pedagogue can have

certain characteristics. That is why every person’s

speech has its own characteristics. The following

features can be shown depending on how teachers

explain educational materials to students and conduct

conversations with them: Experience shows that the

teacher’s speech plays a key role in understanding

educational materials. According to scientists, 1/2

percent of the educational material is perceived and

mastered through the correct pronunciation of the

teacher’s speech. Pupils observe the teacher's

thoughts and speech very observantly. If the teacher

mispronounces the words, the students laugh at him

and make fun of him. However, the lesson of the

teacher who speaks in a low tone is always boring for

the students. Finally, speaking loudly, shouting

during a simple conversation, will tire and annoy the

students. Students are relieved by such a teacher’s

education. Therefore, a teacher should be able to

speak literately, express his speech in a beautiful and

Component and Quality of Pedagogical Skills

901

understandable, impressive way, and have the skills

to clearly express his thoughts and feelings in his

words. Thoughts of beautiful, well-educated,

impressive speaking teachers quickly reach the minds

of students and create a great opportunity to learn

educational materials, students impatiently wait for

the lessons of such teachers. In fact, this is the reason

why singers Kadir Mahsumov, Mirzohid Rahimov,

Oktam Jobirov, N. Qambarova, Sh. Qayumov, T.

Israilov, V. A. Kirilov, and V. Levitan have taken a

place in the hearts of the people. That’s why teachers

should constantly work on their speech, train their

words to be beautiful, meaningful, and impressive,

and constantly train their voice range, strength, timbre,

mobility, and diction. When we say sound range, we

mean sound volume. His threshold is high or low, his

speech is determined by the speed or slowness of the

sound. A reduction in the range leads to a lower pitch

of the sound. Speaking in a low tone relaxes and

weakens perception. The timbre is the beauty, clarity

and beauty of the sound. If the teacher uses the range

of sound in connection with its timbre, the words will

be beautiful, clear, soft, attractive, attract the listeners,

and as a result, the educational materials will be well

understood by the students. The voice diction of the

teacher is expressed by the clear, correct, audible and

understandable presentation of the words in the

speech. A teacher with the correct voice diction will

express words clearly, correctly and expressively.

Expressive speech involves the tongue, lips, small

tongue, and lower jaw. In order for the teacher to

speak expressively and pronounce words, he should

always exercise the above organs. Since the teacher’s

speech has a certain content, it not only arouses

children's emotions, but also becomes effective with

its correct expression, clear and burro pronunciation

of words. But the most important thing is that the

teacher should be interested in the information to be

presented and should have a sincere feeling in him.

An experienced school leader told young teachers:

“Tell students about historical events in such a way

that it is known that you are deeply moved. It was not

for nothing that he said about the first trip with such

a mood that it seems that you yourself participated in

this trip. In some teachers, the speech is rather soft,

ineffective, less expressive, without strict consistency,

without evidence and illogical”. The educational

information presented in such a speech is poorly and

loosely absorbed by students, and its educational

effect is also weak. Voice rhythm also plays an

important role in the clear, correct, understandable

and expressive presentation of materials to the student.

Our observations show that the Russians pronounce

120 words per minute, the English 120 to 150, the

French 110. On average, in order for everyone to

understand and fully absorb the information, the

teacher should pronounce 60 words in grades 5-6, and

75-80 words in grades 8-9. If the teacher presents his

speech clearly, accurately, carefully, beautifully, it

will be more understandable to the listeners and will

remain in their memory for a long time. Thus, as

speech skills become important in pedagogical

technique, it is appropriate for the teacher to always

practice speaking tempo, rhythm, diction, voice

power, range, mobility.

2.1 Mimic and Pantomimic Expression

of the Teacher

Mimic and pantomimic expressions also play an

important role in the teacher’s system of pedagogical

techniques. Mimic and pantomimic expression of the

teacher is manifested in the teacher’s gestures,

meaningful views, encouraging or sarcastic smile,

and they are reflected in the pedagogical influence of

the teacher-educator on the students, prepares a

thorough ground for effective, interesting, effective

and meaningful training. Mimicry is the art of moving

face, eyebrow, and eye muscles in order to express

one's thoughts, mood, state, and feelings in order to

express approval or displeasure with the work done

by the students. Sometimes the expression of the face

and gaze has a great educational effect on students.

Mimic actions and expressions increase the emotional

value of information and make it possible for them to

be deeply assimilated. Pupils - students can “read” his

mood and attitude by looking at the teacher. That’s

why some unpleasantness at home affects educational

activities. Mimic expressions should not have a

negative effect on the learning mood of students. It is

required to be able to show in facial expressions and

facial expressions only the effects specific to the

lessons. Solving these educational and educational

tasks should express the views that can give a positive

direction to the education and training of students.

Facial expression, in turn, should match the character

of speech and attitude. It can be expressed in such

features as trust, approval, prohibition, dissatisfaction,

joy, pride, curiosity, indifference, hesitation. As

mentioned, the eyebrows, eyes, facial expression and

muscles are involved as the main details of facial

expressions. Eyes, eyebrows, face, students - express

satisfaction, joy, pride or recognition, displeasure,

dissatisfaction, sadness and other signs from the

student’s answer, without giving, educational work

will be successful. It is also worth noting that the

teacher's gaze should be focused on the students, or

some students, during the demonstration of facial

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expressions. It is necessary to avoid showing facial

expressions by looking at the blackboard, door,

window, visual aids or wall.

Pantomimic is body, hand, leg movements. When the

teacher describes the educational information in the

lesson, he draws the image of the information through

the posture of the body, the students enjoy it, their

inner feelings, combined with their external feelings,

the whole existence information focuses on mastering

the content. Being able to keep a straight voice, to

express one's thoughts clearly and fully, and to make

different movements with the hands and head means

the teacher’s confidence in his knowledge and

strength. It should not be forgotten that the

educational process will be effective if the teacher can

control himself in front of the students and organize

his actions. In the lecture, the legs are 12-15 cm.

standing with one foot slightly forward in the interval

is a sign that the teacher is perfect in his science and

can explain it. If the teacher's speech is poor, the

ability to pronounce words is low, aesthetically poor,

if he gives free rein to his emotions, even if he is

angry, it will have a negative effect on the beliefs and

intelligence of the students. So, the teacher has to re-

educate these defects. This is the fourth way of

mastering pedagogical techniques. Thus, ignorance

or neglect of pedagogical technique, its personal-

professional, professional skills, ways of acquiring it,

as well as insufficient assessment of their position in

the course of pedagogical activity, as well as

criticality of pedagogical technique skills, taking into

account the individual characteristics of each

pedagogue improper work has a negative effect on the

acquisition of pedagogical skills and leads to an

increase in defects in educational work. The main

ways to acquire pedagogical techniques are training

under the guidance of a specialist (learning

pedagogical techniques) and independent work

(professional self-education). Taking into account the

fact that pedagogical technique skills are

individualized, professional self-education in

mastering and improving pedagogical technique, that

is, activities aimed at forming the personal qualities

and professional skills of a skilled pedagogue in the

future teacher student, are the leading it can be said

that it plays a role. Acquiring pedagogical techniques

remains an important factor for every teacher-

educator striving towards a professional ideal.

Pedagogical technique acquisition training organized

in organizational and methodological terms can be

conducted individually, in groups or in sequence. For

example, the necessary knowledge is acquired in

lectures or by independent reading of relevant

literature (in particular, a specific manual). Some

simple movements for automation (different

articulations, phonetic breathing methods, relaxation

methods, etc.) should be shown sequentially. The

formation of relevant skills is carried out through

individual work - first under the supervision and

guidance of the teacher, and then through

independent work. Group work is of particular

importance in the formation of pedagogical technical

skills. It is expedient to reveal this form of training for

the acquisition of pedagogical techniques in more

detail, because it has not been adequately shown in

the educational and methodical literature intended for

teachers. In the same way, in the process of activity,

the pedagogue must see himself through the eyes of

other people, find and try new forms of behaviour and

behaviour, understand the characteristics of the

activities he performs together with his colleagues,

and pedagogy there is an opportunity to consciously

form an individual style of work. In group activities,

conditions are created for a laboratory of self-

knowledge and self-education of an individual, an

experimental field where new methods of solving

pedagogical tasks are tested, and theoretical issues are

discussed. Psychologists emphasize that the most

convenient number of such groups should be 10-14

people in the teaching of pedagogical techniques in

groups, in the experimental work of leaders. The

same number of participants allows each of them to

fully identify and solve individual psychological

problems of working with other people, to seriously

increase the level of reflection and empathy, to

develop pedagogical understanding, and to expand

the means of influencing others. It is important that

the participants of the group, future pedagogues,

should actively strive to acquire the skills of working

together professionally, be psychologically ready to

perform excellent work on self-knowledge and

professional self-education. In all cases, it is

advisable to draw up an individual program for

mastering pedagogical techniques before the start of

such individual and group training. To create such a

program, first of all, it is necessary to determine the

initial level of formation of pedagogical technical

skills. However, experience shows that, as a rule, at

this stage it is necessary to think not only about skills,

but also about automated (by the time of starting

education) skills.

3 CONCLUSION

These can be, for example, natural breathing and

voice, correct pronunciation, literate, expressive

speech, mimic and pantomimic accuracy, etc. The

Component and Quality of Pedagogical Skills

903

presence of such skills makes it much easier to form

pedagogical technical skills. Nevertheless, in all cases,

it will be appropriate if certain work is carried out to

include these skills in the relevant qualifications. In

this case, depending on the initial level of the

formation of pedagogical technical skills, it will be

possible to develop some exercises aimed at the

formation of skills that are lacking in the individual

program of its acquisition or a complete set of them.

Ignoring the mentioned points about the formation

and improvement of pedagogical technique, as well

as insufficient assessment of their content in

pedagogical activity, makes it difficult to master

pedagogical technique, and as a result, critical

analysis of individual pedagogical technique is a way

of work aimed at a specific goal in terms of its

improvement indicates that Mastering pedagogical

techniques in the process of professional training at a

higher educational institution will help the future

teacher to avoid many mistakes at the very beginning

of his career, and to achieve high efficiency in

teaching students.

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