THE IMPORTANCE OF THE AXIOLOGICAL APPROACH IN TEACHERS' PROFESSIONAL TRAINING

International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 1 THE IMPORTANCE OF THE AXIOLOGICAL APPROACH IN TEACHERS' PROFESSIONAL TRAINING Shabbazova Dilfuza Ruzikulovna Termiz State Pedagogical Institute Head of the Department of Primary Education in Mathematics and Native Language, Associate Professor Abstract: This article explores the crucial role of the axiological approach in the professional preparation of teachers. It underscores the necessity of integrating universal and national values such as humanity, honesty, responsibility, and tolerance into teacher education. The study highlights contributions from prominent pedagogues and their educational paradigms, emphasizing that teacher training must go beyond mere knowledge transmission to include the development of moral, ethical, and social competencies. By fostering a value-based education system, teachers become not only conveyors of knowledge but also role models who inspire students’ spiritual and ethical growth. The paper also discusses the importance of harmonizing different educational paradigms to ensure a balanced, humanistic, and creative approach to pedagogy. Ultimately, the axiological approach forms a strategic foundation for shaping well-rounded educators capable of nurturing the next generation’s intellectual, emotional, and moral development in a rapidly changing global society. Keywords: Axiological approach, professional teacher training, value-based education, moral and ethical development, pedagogical paradigms, social responsibility, humanistic pedagogy, spiritual growth, educational innovation. The issue of the axiological approach has also been addressed by the Georgian educator and humanistic pedagogy founder Shalva Aleksandrovich Amonashvili. He emphasizes that in the educational process, the child’s personality must be accepted as a value, and the International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 2 teacher’s attitude should be based on respect and love, which should lie at the core of pedagogical activity. According to Amonashvili’s theory, a teacher’s professional skill is defined not only by the ability to impart knowledge but also by the capacity to instill qualities such as humanity, honesty, kindness, and tolerance in students. Moreover, Russian scholar Aleksandra Pavlovna Valitskaya studied the harmony of personal and social values in education and highlighted the necessity of emphasizing social responsibility, civic position, and respect for cultural heritage in teacher training. Her scientific views demonstrate that the axiological component forms an independent pedagogical competence in the teacher’s professional activity. Likewise, the renowned methodologist and researcher of pedagogical innovations, Viktor Ivanovich Zagvyazinskiy, stressed the priority importance of value-based approaches in integrating educational theory and practice, showing the need to align teacher preparation with modern scientific paradigms. According to him, a teacher’s professional development is continually realized through moral and ethical growth, renewal of values, and their integration into the educational content. Thus, the scientific foundations of the axiological approach have been elucidated by various pedagogical scholars, whose views converge on one goal — preparing teachers within a modern educational paradigm grounded in values. This, in turn, deepens teachers’ professional training, enriching their activities not only as transmitters of knowledge but also as agents fostering priority social values in young generations. Consequently, the teacher is formed as a well-rounded personality embodying scientific-methodological training and moral-educational maturity. Modern educational paradigms vividly manifest the foundational role of values in the pedagogical process. For example, the humanistic paradigm, founded by the Georgian educator Shalva Aleksandrovich Amonashvili, requires the teacher to respect the pupil as a person first and approach them with love and trust. The personal paradigm developed by Russian pedagogue Evgeniy Aleksandrovich Yamburg promotes recognizing each International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 3 student’s uniqueness and the necessity of an individual approach in education. Additionally, Aleksandra Pavlovna Valitskaya’s cultural-creative paradigm aims to unlock the student’s creative potential and expand opportunities for creative use of cultural heritage. Furthermore, Russian scholar Vladimir Vladimirovich Kumarin’s natural paradigm focuses on organizing education in accordance with the natural development laws of a person, considering the student’s natural interests and needs. The projective-aesthetic paradigm, proposed by Adyghe scholar Khazhismel Gish Mishaylovich Txagapsoyev, places aesthetic values at the core of education, aiming to enrich the spiritual and moral world of the individual through art and creative activities. The American pragmatist philosopher John Dewey, who contributed significantly to educational philosophy, connects education with the values of democracy and freedom in society. He argued that school is a micro-society where students must acquire not only knowledge but also social values, responsibility, cooperation, and creativity. Dewey’s approach demands that teachers prepare students for life experience, foster independent thinking, and guide them towards a conscious civic stance. Paulo Freire, a renowned Latin American educator, linked education with justice, freedom, and equality values in his “liberating pedagogy” theory. According to him, education is not merely a “banking model” of knowledge transmission but a dialogical process where teacher and student participate as equal partners. In Freire’s theory, value means recognizing the individual’s right and opportunity to consciously shape their own destiny. The process of teacher preparation highlights the importance of not only theoretical knowledge but also the formation of value-based competencies. In this context, prominent pedagogical scholar Viktor Ivanovich Zagvyazinskiy proposed recognizing the human being as the supreme value in educational strategy. He argued that a teacher should be not only a knowledge transmitter but also a leader who honors human dignity and fosters students as free and creative individuals. Thus, modern educational paradigms — enriched International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 4 by the major ideas of Eastern and Western pedagogy — interpret teachers’ professional training as a system of competencies based on values, not just a body of theoretical knowledge. This approach strategically guides the teacher to honor personal values in their work and nurture the younger generation into creative and free-thinking individuals. The axiological approach holds strategic importance in teachers’ professional training, defining several key tasks. First, it requires harmonizing national and universal human values within educational content. The teacher must nurture the younger generation not only in the spirit of their national traditions but also on the basis of universally recognized humanitarian values. This process preserves national identity while facilitating adaptation to a global cultural environment. Second, value criteria must be considered when choosing pedagogical technologies. Modern teaching methods and technologies are not merely tools for knowledge transfer but also sources of moral and ethical education. Therefore, a teacher using interactive methods in lessons selects them not only for didactic efficiency but also for their potential to shape students’ ethical values. Third, the teacher’s personal example is central to instilling moral and cultural values. The most powerful factor in education is the teacher’s personal qualities and behavior. Only when a teacher demonstrates honesty, tolerance, justice, and patriotism in practice do these qualities naturally imprint on students’ consciousness. Fourth, shaping students’ professional and ethical responsibility is a priority task of the axiological approach. Future teachers must be trained not only as knowledgeable specialists but also as individuals loyal to the ethical standards of their profession and socially responsible citizens. This determines the effectiveness of pedagogical outcomes in their future activities. Fifth, the axiological approach also aims to nurture teachers as moral leaders of society. The modern teacher is not only an organizer of the educational process but also a moral guide for the community. By fostering in students not only knowledge and skills but also International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 5 social responsibility, patriotism, and respect for human dignity, the teacher contributes to the spiritual maturity of society as a whole. The methodological foundations of the axiological approach in teacher training develop in harmony with various theoretical directions. For instance, in Ivan Gerashenko’s methodological classification, pedagogical activity programs are divided into three types: irrational-esoteric (Waldorf pedagogy), ethical-humanistic (Janusz Korczak, Célestin Freinet), and rational-pragmatic (Martin Buber, Vladimir Solomonovich Bibler). The ethical-humanistic approach, based on the principle of “heart pedagogy,” encourages the teacher during professional training to rely on humane relations and see the child primarily as a person. This approach serves to shape the teacher not only as a knowledge transmitter but also as an educational and social leader. Vladimir Aleksandrovich Fedorov described methodology on five levels, placing the system of philosophical knowledge at its core. This view establishes axiological foundations alongside methodological thinking as essential conditions for professional teacher training. The teacher must possess not only methodological skills but also scientific and cultural potential based on moral values. Alexander Mikhailovich Novikov interprets the methodological approach through worldview systems, principles, and outcome characteristics. His proposed personal-activity principle occupies a special place in teacher preparation, as it enables specialists to recognize each student’s personal value and treat them as active subjects. This approach grounds pedagogical activity not only in didactic effectiveness but also in ethical justice and humanity. The axiological approach also aligns with the theory of pedagogical accentology. As Viktor Ivanovich Zagvyazinskiy and Shalva Aleksandrovich Amonashvili emphasized, maintaining a balance among various educational paradigms is a vital task in teacher professional training. Such balance ensures, on one hand, the scientific-methodological grounding of the educational process and, on the other, its adherence to humanistic and creative principles. This approach forms the modern teacher not only as a knowledgeable International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 6 specialist but also as a moral leader and stabilizer of social values. In conclusion, the axiological approach holds invaluable significance both at the theoretical-methodological level and in practical teacher training. It aims to nurture educators based on universal human values such as humanity, justice, tolerance, and honesty. As a result, teachers trained on the basis of values become not only conveyors of knowledge but also moral-ethical educators of youth and leaders who reinforce humanistic values in society. Contemporary axiological approaches (Shwartz, 2012; Tirri, 2018; Qodirova, 2024) promote the concept of “values-based education.” According to this concept, the content of education is not merely the transmission of interdisciplinary knowledge but should serve to raise children as active, thinking, feeling individuals who can find their place in society. At the primary school age, children’s value hierarchies are in the process of formation. Their thinking is open to symbolic and emotional influence; therefore, parents, teachers, classroom discipline, cartoons, and stories all shape which values become dominant. From this perspective, the main task of axiological education in primary school is to develop a worldview that prioritizes spirituality over materialism. In this process, cooperation between family, community, and school is essential. For example, the Development Strategy of the Republic of Uzbekistan for 2022–2026 emphasizes integrating national values into educational content, forming spiritual immunity in youth, and ensuring ethical stability in the digital environment (Appendix 1, points 17.1 and 17.3). This makes the axiological approach a central element of education policy. Axiology in primary education should be studied and applied not only as a theoretical discipline but also as a methodological foundation for ensuring the holistic development of a child as a human being. Teachers must act as “educators-mentors” and “conveyors of values” in their work. In summary, the interconnection between axiology and education is critically important International Law, Business and Political Science Journal ISSN-L 3235-9799 E-ISSN 3235-9799 IF(Impact Factor) 13.24 https://journallaw.totalh.net/ Volume: 10. Issue 11 October 2025 7 not only in theory but also in practice. Organizing education based on values creates opportunities for cultivating a stable society and morally mature individuals. Thus, the axiological paradigm is the foundation of modern education systems and the guarantee of future progress. References: 1. Nikolina V.V. Children, Youth, and Spirituality: Values and Goals / V.V. Nikolina // Education of Values and Goals: Scientific-Methodical Collection. — Nizhny Novgorod: NGPU, 2004. — Pp. 6-15. 2. Nurova S.S. Spiritual World of Personality and Lifestyle: Abstract of Doctoral Dissertation in Social Sciences. — Almaty, 1994. — 40 pages. 3. Ortiqov N. Moral Formation of the Student's Personality Based on National and Universal Human Values: Doctoral Dissertation in Pedagogical Sciences. — Tashkent: UzPFITI, 2000. — 305 pages. 4. Petrovsky A.V. Personality in Psychology: Paradigm of Subjectivity. — Rostov-onDon: Phoenix, 1996. — 512 pages. 5. Dictionary of Pedagogical Terms. — Tashkent: Fan, 2008. 6. Pedagogy Encyclopedia. Vol. I / Editors: Collective. — Tashkent: Uzbekistan National Encyclopedia State Scientific Publishing, 2015. — 320 pages. 7. Pedagogy Encyclopedia. Vol. II / Collective. — Tashkent: Uzbekistan National Encyclopedia State Scientific Publishing, 2015. — 376 pages. 8. Pedagogy Encyclopedia. Vol. III / Collective. — Tashkent: Uzbekistan National Encyclopedia State Scientific Publishing, 2017. — 424 pages. 9. Rubinstein S.L. Foundations of General Psychology. — Saint Petersburg: Piter, 2013. — 713 pages. 10. Ruvinsky L.I. Self-Education of Feelings, Intellect, and Will. — Moscow: Znanie, 1993. — 160 pages. 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