O‘Zbekistondagi Mavjud Suv Muammolari Va Uning Jiddiy Oqibatlari Mavzusini O‘Qitish Metodikasi

Key 
words
:
pedagogy, 
development, 
quality 
education, 
international, methodology, instructional strategies, industry, 
modernization, community, observational.

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JOURNAL OF ADVANCED
RESEARCH AND STABILITY (JARS) 
Volume: 01 Issue: 06 | 2021 
ISSN: 2181-2608
590 
Introduction
Classroom instructional quality (and its relationship to learning outcomes) can serve as a critical lever 
for educational change. However, there is much still to be learned about what actually goes on inside 
classrooms, particularly in low- and middle-income countries . Though an abundance of observational 
instruments now exist, most have not undergone rigorous methodological development, and even fewer 
have been used across different contexts, cultures, and interventions . Many of these observational 
instruments have taken the form of checklists or time on task measures, which have traditionally been 
more popular for their cost-effectiveness and ease of use for intervention studies. Nevertheless, a recent 
comparative study of observational instruments states that time on task measures are too coarse to be 
used for teacher feedback or performance evaluation. Furthermore, time on task measures are unable to 
distinguish key aspects of the 21st-century classroom environment such as student engagement, the 
effective use of instructional strategies, or the emotional factors that support child development . Thus, 
it follows that there is a need to turn away from checklists and time on task measures. Global interest in 
how teaching practices and classroom processes affect student learning outcomes and their 
psychosocial development is growing 
–
and with good reason. Instructional quality has proven to be 
more strongly associated with child learning than structural aspects of schools in both Western and 
developing countries. However, the breath of skills required for quality student learning, and 
concomitantly quality teaching, call for essential competencies and skills beyond literacy and 
numeracy, otherwise known as 21st-century skills. In public debates on the quality of education and 
teaching and learning, a voice that equates ‘teaching to speak’ and ‘listening to learning’ predominates. 
Unfortunately, such a superficial view limits the deeper understanding of what really involves quality 
pedagogy and hides the knowledge and ability of professional teachers. For a casual observer, training 
may seem simple, but the truth is, it’s a very complex and complex business. The quality of teaching 
and learning can be seen in the use of a teacher’s knowledge, skills and abilit
ies to shape meaningful 
pedagogical experiences for students. Such experiences are most evident when teaching affects 
learning and when learning affects teaching. This dynamic relationship is in stark contrast to single, 
one-
sided events such as “telling” and “listening”. It’s interesting how highly valued theories of 
learning are while, in contrast, the practice of teaching is perceived as relatively simple and 
straightforward. But if quality in teaching is about creating powerful learning, then clearly a teacher has 
to know about, and be able to apply, learning theories in ways that purposefully shape their teaching. 
How that knowledge of learning influences that which teachers know and are able to do is briefly 
illustrated below. In so doing, it also highlights the complexity of the work of teaching in ways not 
commonly discussed, and shows the sophisticated nature of teachers’ professional knowledge and the 
expertise they must develop to be skilful, articulate and capable educators. Self-help and self-
imp
rovement books aren’t simply for those seeking financial success or a more fulfilling love life. The 
genre now extends to those who want to improve their teaching. The internet teems with articles that 
describe three steps, five ways, seven keys and 50 strategies to improve your teaching. Much as the 
self-improvement literature can be boiled down to a few simple rules -- 
“take one step at a time,” 
“adjust your habits,” “alter your mind
-
set,” realize that “struggle is good” 
-- ditto for advice about 
teaching. 

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