PEDAGOGIK TA’LIM JARAYONIDA TALABALARDA MA’NAVIY-MA’RIFIY ISHLARNI TASHKIL ETISHNING ILMIY-NAZARIY ASOSLARI.

KIRISH: ushbu maqolada oliy pedagogik ta’lim jarayonida talabalar bilan olib boriladigan ma’naviy-ma’rifiy ishlarning ko‘pincha tadbirlar yig‘indisi sifatida tashkil etilishi va o‘quv jarayonidan ajralib qolishi ilmiy muammo sifatida qo‘yiladi. Tadqiqot maqsadi — bo‘lajak pedagoglar bilanma’naviy-ma’rifiy ishlarni tashkil etishning ilmiy-nazariy asoslarini aniqlashtirish va ularni yaxlit pedagogik model shaklida tizimlashtirish. Tadqiqot nazariy-konseptual xarakterga ega bo‘lib, tizimli, aksiologik, kompetensiyaviy va shaxsga yo‘naltirilgan yondashuvlarga, mahalliy, MDH va xorijiy ilmiy manbalarni qiyosiy-tahliliy va kontent-tahlil qilishga hamda pedagogik modellashtirishga tayangan. Natijada “pedagogik ta’lim jarayonida ma’naviy-ma’rifiy ishlar” tushunchasining mualliflik ta’rifi ishlab chiqildi, talabalarning ma’naviy-ma’rifiy kompetentligi beshta komponent (motivatsion-aksiologik, kognitiv, faoliyatli-amaliy, kommunikativ, refleksiv) va ularning indikatorlari orqali tavsiflandi, olti pedagogik shart-sharoit asoslandi va sakkiz blokli tashkil etish modeli taklif qilindi. Ilmiy yangilik ma’naviy-ma’rifiy ishni bo‘lajak pedagogning kasbiy-shaxsiy shakllanishining integral mexanizmi sifatida talqin qilishda namoyon bo‘ladi. Natijalardan pedagogik oliy ta’lim muassasalarida tarbiyaviy ishlar konsepsiyasini, tyutorlik faoliyatini va o‘quv fanlari mazmunini takomillashtirishda foydalanish mumkin. MAQSAD: Oliy pedagogik ta’lim jarayonida bo‘lajak o‘qituvchilarda ma’naviy-ma’rifiy ishlarni tashkil etishning nazariy-metodik asoslarini ishlab chiqish, kompetentlik tuzilmasi, pedagogik shart-sharoitlar va yaxlit tashkiliy modelni ilmiy jihatdan asoslash. MATERIALLAR VAMETODLAR: tadqiqot nazariy-konseptual xarakterga ega bo‘lib, tizimli, aksiologik, kompetensiyaviy, shaxsga yo‘naltirilgan, faoliyatli va integrativ yondashuvlarga tayanadi. Manbalarni nazariy tahlil qilish, mahalliy, MDH va xorijiy konsepsiyalarni qiyosiy-tahliliy o‘rganish, normativ-huquqiy hujjatlar kontent-tahlili hamda pedagogik modellashtirish metodlari qo‘llanildi. MUHOKAMA VA NATIJALARL: “Ma’naviy-ma’rifiy ishlar” tushunchasi bilim va qadriyat birligi sifatida aniqlashtirilib, pedagogik ta’limda talabaning shaxsiy kamoloti va kasbiy tayyorgarligini ta’minlovchi integral jarayon ekanligi ochib berildi. Bo‘lajak pedagogning ma’naviy-ma’rifiy kompetentligi motivatsion-aksiologik, kognitiv, faoliyatli-amaliy, kommunikativ va refleksiv komponentlardan iboratligi asoslandi. Shuningdek, 6 ta pedagogik shart-sharoit, 8 blokli tashkiliy model hamda kompetentlikni rivojlantirishga qaratilgan samarali shakl, metod va mexanizmlar ishlab chiqildi. XULOSA: aklif etilgan nazariy model va amaliy tavsiyalar milliy pedagogik meros hamda ilg‘or xorijiy yondashuvlarni uyg‘unlashtirgan holda, oliy pedagogik ta’lim muassasalarida ma’naviy-ma’rifiy ishlarning samaradorligini oshirishga, bo‘lajak o‘qituvchilarning kasbiy-shaxsiy kompetensiyalarini yanada takomillashtirishga xizmat qiladi.

INTRODUCTION: the article addresses a persistent problem in teacher education: spiritual and educational (ma’naviy-ma’rifiy) work with students is frequently organised as a series of isolated events detached from the learning process. The study aims to clarify the theoretical foundations of organising such work with pre-service teachers and to systematise them as an integrated pedagogical model. The research is theoretical and conceptual. It draws on systemic, axiological, competence-based and person-centred approaches, on comparative and content analysis of Uzbek, post-Soviet and international scholarship, and on pedagogical modelling. The study proposes an author’s definition of spiritual and educational work in teacher education; describes students’ spiritual and educational competence through five components (motivational-axiological, cognitive, practical, communicative and reflective) with their indicators; substantiates six pedagogical conditions; and develops an eight-block organisational model. The novelty lies in interpreting this work as an integral mechanism of the future teacher’s professional and personal formation rather than as extracurricular activity. The findings can inform institutional concepts of educational work, tutoring systems and curriculum content in teacher-training universities. AIM: to develop the scientific and methodological foundations for organizing spiritual and educational work among future teachers in the process of higher pedagogical education, and to scientifically substantiate the competency structure, pedagogical conditions, and a holistic organizational model. MATERIALS AND METHODS: the research is theoretical and conceptual in nature, relying on systematic, axiological, competency-based, person-centered, activity-based, and integrative approaches. Methods used include theoretical analysis of sources, comparative and analytical study of domestic, CIS, and foreign concepts, content analysis of regulatory documents, and pedagogical modeling. DISCUSSION AND RESULTS: The concept of "spiritual and educational work" was clarified as the unity of knowledge and values, revealing its essence as an integral process that ensures both the personal development of the student and professional training in pedagogical education. It was substantiated that the spiritual and educational competence of a future teacher consists of motivational-axiological, cognitive, activity-practical, communicative, and reflective components. Furthermore, 6 pedagogical conditions, an 8block organizational model, and effective forms, methods, and mechanisms for developing competence were developed. CONCLUSION: the proposed theoretical model and practical recommendations serve to increase the efficiency of spiritual and educational work in higher pedagogical educational institutions, and to further improve the professional and personal competencies of future teachers by harmonizing national pedagogical heritage with advanced foreign approaches.