PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF ORGANIZING SEMINAR CLASSES IN VOCATIONAL EDUCATION

Authors

  • Uljayeva Dilbar Normuminovna First-year master’s student Osiyo International University

Keywords:

vocational education, seminar classes, pedagogical foundations, psychological foundations, interactive learning, professional competence, student-centered education,

Abstract

This article examines the psychological and pedagogical foundations of organizing seminar classes in vocational education. Modern vocational education requires innovative teaching methods that develop students’ professional competence, independent thinking, communication skills, and practical abilities. Seminar classes play a significant role in improving learners’ cognitive activity, motivation, and professional preparation. The study analyzes the theoretical aspects of seminar organization, including learner-centered approaches, interactive methods, collaborative learning, and psychological factors influencing students’ participation.

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References

Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.

Piaget, J. The Psychology of Intelligence. Routledge, 2001.

Dewey, J. Experience and Education. Macmillan, 1938.

Slavin, R. E. Educational Psychology: Theory and Practice. Pearson Education, 2018.

Biggs, J., & Tang, C. Teaching for Quality Learning at University. Open University Press, 2011.

Johnson, D. W., & Johnson, R. T. Cooperative Learning Methods: A Meta-Analysis. University of Minnesota, 2009.

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Published

2026-05-19

How to Cite

Uljayeva Dilbar Normuminovna. (2026). PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF ORGANIZING SEMINAR CLASSES IN VOCATIONAL EDUCATION. Journal of Applied Science and Social Science, 16(5), 715–718. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4414

Issue

Vol. 16 No. 5 (2026): Journal of Applied Science and Social Science

Section

Articles

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