CONTENT AND TECHNOLOGY OF PREPARING STUDENTS FOR PEDAGOGICAL ACTIVITY BASED ON THE PRINCIPLE OF VISUAL AIDS
Keywords:
principle of visual aids, visibility in education, teacher preparation, pedagogical technology, multimedia learning, instructional design, didactic principles, visual literacy, cognitive load theoryAbstract
This article investigates the content and technology of preparing students for pedagogical activity based on the principle of visual aids. The principle of visibility has been recognized as a foundational element of didactics since the work of Jan Amos Comenius in the seventeenth century, yet its application in modern teacher education requires substantial reconceptualization in light of digital technologies, cognitive science, and contemporary pedagogical theory. The study addresses the gap between the theoretical acknowledgement of visibility as an important didactic principle and the practical preparation of future teachers to apply it effectively in their professional work. The purpose of the article is to define the content of professional preparation related to the principle of visual aids and to propose a technology for its practical application in teacher training programmes. The research draws on both international scholarly literature in educational psychology, multimedia learning, and instructional design and the works of Uzbek scholars who have studied didactic principles in the context of national pedagogical practice. The article distinguishes between three generations of the visibility principle - object-based, image-based, and interactive-digital - and argues that modern teacher preparation must address all three. The main result is a four-stage pedagogical technology that guides students from theoretical understanding of the visibility principle through observation and analysis of visual teaching practices to independent design and reflective evaluation of visually supported lessons. The study concludes that the effective application of the visibility principle in contemporary education requires not only technical skills in using visual tools but also a deep understanding of the cognitive mechanisms through which visual information supports learning, and that teacher education programmes must develop both dimensions systematically.
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