The Principles of Spiritual and Educational Activity In Teacher Training Programs
DOI:
https://doi.org/10.31150/ajshr.v6i6.3707Keywords:
educational reform, personality, education, upbringing, development, information, democratic society, spirituality, enlightenment, activity, principle, creativity, initiative, values, higher educational institutionAbstract
In light of Uzbekistan’s national educational reforms, this paper examines the fundamentals of spiritual and educational activities in higher education institutions' teacher training programs. These exercises are essential for developing students' intellectual growth, civic engagement, moral character, and sense of cultural identity. The study presents a conceptual framework that divides spiritual and educational practices into twelve strategic domains and three practical modalities: individual work, club-based activities, and public involvement. It does this by drawing on national traditions and international pedagogical theories. The study shows how these ideas are in line with international best practices while preserving cultural specificity through a comparative examination of the writings of educational theorists including Lev Vygotsky, James Arthur, and David Carr. In order to create well-rounded teachers who are dedicated to democratic and humanistic ideals, the study also suggests ways that teacher preparation programs might embrace and modify these ideas. The results provide theoretical and practical guidance for incorporating moral and spiritual education into contemporary teacher preparation programs.
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