Current Research Journal of Pedagogics

Transforming Teacher Perspectives: The Impact Of A Participatory Pedagogy Program On Early Childhood Educators' Beliefs About Children's Participation

2025-11-01T12:49:29+00:00

Background: Children's right to participation is a cornerstone of quality early childhood education (ECE), yet its implementation is often associated with teachers' beliefs and traditional pedagogical models. While many studies document teachers' perspectives, there is a scarcity of research evaluating the outcomes of targeted professional development (PD) designed to influence these views. This study aimed to investigate the relationship between participation in a professional development program, grounded in participatory pedagogy, and early childhood teachers' beliefs and self-reported practices concerning children's participation.

Methods: A quasi-experimental, pre-test/post-test mixed-methods design was employed with a cohort of 24 in-service early childhood teachers in Türkiye. The intervention consisted of a 10-week PD program focused on children's rights, participatory theory, and practical strategies. Data were collected using a pre- and post-intervention survey measuring attitudes towards participation, supplemented by semi-structured interviews and reflective journals to capture qualitative changes in teachers' understanding.

Results: Quantitative analysis revealed a statistically significant positive change in teachers' attitudes toward children's participation following the intervention ($p \< .05$). Thematic analysis of the qualitative data showed a profound conceptual shift. Pre-intervention, teachers defined participation narrowly as "giving choices" and were constrained by a protectionist view of childhood. Post-intervention, they articulated a more complex understanding of participation as a "partnership," viewing children as competent co-constructors of their learning and demonstrating increased confidence in navigating systemic barriers.

Conclusion: Participation in targeted, theoretically-informed professional development is strongly associated with a positive transformation in teachers' beliefs about children's participation, shifting them from tokenistic gestures toward authentic pedagogical partnership. The findings suggest a critical need to embed comprehensive training on children's rights and participatory pedagogy within all levels of teacher education to foster genuinely democratic and child-centered ECE environments.

Developing Communicative Competence In Engineering Students Based On The Principles Of An Individualized Approach

2025-11-12T12:19:39+00:00

This study develops and evaluates an individualized methodology for English for engineering that calibrates input, tasks, and feedback to learner profiles while retaining shared outcomes. In a 14-week quasi-experimental course with 126 students across three disciplines, the treatment integrated initial diagnostics, calibrated case-based tasks, CEFR-aligned nested rubrics, and targeted feedback; the comparison followed a uniform ESP syllabus. Performance was assessed by blind panels via a design-review speaking task and a technical memo, with vocabulary, engagement analytics, and self-efficacy as secondary measures. The individualized cohort achieved larger gains in discourse management, pragmatic appropriateness, and organization of written justifications (medium-to-large effects); pronunciation and vocabulary also improved moderately. Students reported clearer goals and stronger transfer to design courses. The approach proved feasible without extra contact hours and aligns with the iterative, requirements-driven ethos of engineering design.

The Content And Essence Of Linguocultural Competence And Its Role In Teaching English: A Theoretical Analysis

2025-11-20T05:48:53+00:00

The increasing internationalisation of education and communication has highlighted the necessity to reframe language instruction as the cultivation of both linguistic and cultural competencies. In this environment, linguocultural competency has become an essential concept that integrates language form, meaning, and cultural usage patterns within a cohesive instructional framework. The objective of this essay is to elucidate the content and fundamental nature of linguocultural competence and to examine its significance in the instruction of English as a foreign language to future educators. The research is predicated on a theoretical analysis and synthesis of principal frameworks concerning intercultural communicative skills and intercultural language education. The essay elucidates linguocultural competence as a cohesive framework of knowledge, skills, attitudes, and critical awareness that facilitates the interaction between language resources and culturally contextualised meanings, drawing upon the contributions of M. Byram, D. Deardorff, A. Fantini, C. Kramsch, and others. The analytical results show that linguocultural competence connects communicative competence and intercultural competence, and it should be seen as a key goal of English language teacher education. The discussion validates the pedagogical ramifications of this construct for curriculum development, the selection of instructional resources, classroom engagement, and evaluation. The essay concludes that a theoretically informed comprehension of linguocultural competence facilitates a transition from exclusively linguistic pedagogical frameworks to culturally responsive, introspective, and morally orientated English language instruction.

Philosophical And Ethical Foundations For The Development Of Social Intelligence In Future Educators Prospective Teachers

2025-11-07T08:15:23+00:00

The present article investigates the philosophical and ethical underpinnings of social intelligence development in future teachers, emphasizing the integral role of moral reasoning, empathy, and value-based decision-making in educational contexts. Social intelligence, as a multidimensional construct, encompasses the capacity to perceive, interpret, and respond effectively to interpersonal dynamics while maintaining ethical and philosophical coherence in professional practice. This study synthesizes theoretical perspectives from contemporary philosophy, moral psychology, and educational ethics to elucidate how value-oriented pedagogical strategies can enhance the social competencies of pre-service teachers.

Considerations On Programs Aiming To Develop Teachers ' Communicative Culture And Hermeneutic Competence In Foreign Countries

2025-11-13T12:58:47+00:00

This article provides comments on the specific features of foreign programs aimed at the formation and development of teachers' speech culture and hermeneutic abilities. Also, suggestions for adapting materials on the Coursera platform to the conditions of Uzbekistan are presented in the form of tables.

Effectiveness Of The Communicative Approach In Developing Linguocultural Competence Of Prospective English Language Teachers

2025-11-29T12:05:16+00:00

Linguocultural competence is increasingly acknowledged as an essential element of the professional profile of English language educators, who are required to instruct not only linguistic structures but also to facilitate intercultural communication in heterogeneous classrooms. Nonetheless, in numerous teacher education programs, the advancement of linguocultural competence is often disjointed and frequently diminished to sporadic "culture lessons" that are disconnected from communicative practice. This article examines the efficacy of a communicative approach in fostering linguocultural competence among prospective English language educators. A quasi-experimental study was conducted involving sixty second- and third-year students enrolled in an English language teacher education program. The experimental group engaged in a twelve-week intervention centered on communicative tasks that incorporated authentic texts, role-plays, simulations, and project work, accompanied by explicit reflection on cultural significances. In contrast, the control group adhered to a primarily structural, form-focused curriculum. Data were gathered via a linguocultural competence assessment, scenario-based discourse completion tasks, classroom observations, and a reflective questionnaire. The experimental group exhibited markedly superior improvements in sociolinguistic awareness, pragmatic flexibility, and intercultural sensitivity relative to the control group, and expressed increased confidence in managing culture-related incidents within the classroom. The discussion emphasizes how the communicative approach facilitates the amalgamation of linguistic and cultural learning, augments learner autonomy, and offers a pragmatic framework for future professional communication. There are some suggestions for future research and some ideas for how to design a curriculum for teacher education.

Increasing Students' Creativity By Using Innovative Methods In Teaching The Topic Of Visuals

2025-11-07T06:58:47+00:00

This article takes the topic of manifestations, provides recommendations for increasing students' creativity and developing their creative abilities through the use of innovative methods, as well as information on the topic of manifestations and information from foreign literature.

The Aesthetics Of The Novel: The Writer’s Style As A Carrier Of Spiritual And Educational Ideas

2025-11-12T12:24:41+00:00

This article discusses the artistic style and poetics of the novel in English and Uzbek literature. It compares the works of James Joyce and Khurshid Dustmuhammad, analyzing the continuity of skill and experience inherited from Abdulla Qodiriy and their distinctive role in contemporary Uzbek novel writing.

Methodology Of Application Of Digital Technologies In Forming Professional Competence Of Future Teachers

2025-11-26T12:04:23+00:00

This article analyzes professional competence, qualification requirements for modern specialists, methods and effective use of digital tools aimed at forming their professional competence during the training of informatics and information technology teachers.

Analysis Of Conflicts Observed In The Activities Of Heads Of Preschool Educational Institutions

2025-11-12T12:19:37+00:00

This article examines the essence and content of the concept of “conflict,” its levels, as well as conflict situations arising in the activities of heads of preschool educational institutions, the causes of their occurrence, and ways to resolve them.

Conceptual And Structural Model Of Developing Professional Competence Of Preservice Teachers Through Self-Directed Learning

2025-11-20T05:45:15+00:00

Modern teacher education is progressively tasked with equipping graduates to manage their own learning and maintain professional development throughout their careers. Simultaneously, numerous programs continue to be governed by transmissive models that regard preservice teachers as passive recipients of knowledge rather than independent agents. This article delineates a conceptual and structural framework for enhancing the professional competence of preservice teachers via self-directed learning (SDL). The research is founded on a theoretical examination of SDL and frameworks for teacher professional competence, involving conceptual modelling, expert validation, and a constrained pilot study within a university-level teacher education program. The model combines four main parts of professional competence: subject-pedagogical, didactic-methodical, communicative-collaborative, and reflective-autonomous. It also includes preservice teachers' readiness for self-directed learning, the cyclical processes of self-directed learning, and institutional support systems. An expert review verified the model's internal coherence, comprehensiveness, and practical applicability, while qualitative data from the pilot implementation demonstrated favourable changes in preservice teachers' goal-setting, utilisation of learning resources, reflection on practicum experiences, and ownership of professional development. The article contends that integrating self-directed learning (SDL) as a foundational principle in teacher education enhances the coherence among university coursework, classroom practice, and continuous professional development. The implications for curriculum design, mentoring, and assessment in teacher education are examined, along with the limitations of the existing modelling efforts and suggestions for additional empirical validation.

The Effectiveness Of The Case-Study Method In Developing Students’ Research Thinking Skills

2025-12-03T04:52:49+00:00

This article examines the pedagogical potential of the case-study method in fostering research-oriented thinking among higher education students. By integrating theoretical frameworks from contemporary educational psychology and active learning paradigms, the study elucidates how case-based learning enhances analytical reasoning, problem-solving abilities, and critical evaluation skills. Emphasis is placed on the method’s capacity to simulate real-world research scenarios, enabling students to engage in reflective inquiry, hypothesis formulation, and evidence-based decision-making.

Engineering Computer Graphics As A General Technical Discipline

2025-11-07T07:02:54+00:00

The article considers the possibilities of modern graphic programs in the teaching of engineering disciplines. In addition, the purpose of the subject is studied engineering computer graphics.

The Historical Trajectory Of The Novella Genre In Russian And Uzbek Literature

2025-11-13T12:52:19+00:00

The novella is a prose genre situated between the short story and the novel, characterized by a limited plot but broad spiritual and moral content. It expresses reality through human psyche, emotions, and internal conflicts. This study examines the formation and development of the novella in Russian and Uzbek literature, highlighting its stylistic and poetic features, as well as its evolution within realist and psychological frameworks. Using the works of L. N. Tolstoy, F. M. Dostoevsky, Shukur Xolmirzaev, and Khurshid Do‘stmuhammad as case studies, the paper demonstrates the genre’s significance in representing human consciousness, moral dilemmas, and social relations. Comparative analysis reveals shared features and national specificities, emphasizing the cultural, philosophical, and aesthetic roles of the novella.

Interactive Methods Of Developing Empathic Skills In Students On The Basis Of Pedagogical Values

2025-11-29T12:03:20+00:00

This article explores the methodology of developing empathic skills in students based on pedagogical values in the era of globalization. Empathy is analyzed as an important factor in nurturing students’ humanism, tolerance, moral culture, and social responsibility. The paper also highlights the integration of empathic approaches with pedagogical values and describes the effective use of interactive, reflective, communicative, and project-based teaching methods for developing empathy.