ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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PROFESSIONAL COMPETENCE IS THE BASIS OF THE TEACHER'S
ACTIVITY
Turmanov Kuatbay Amanbaevich
Pedagogical skill center of the Republic of Karakalpakstan,
Associate Professor.
Uzbekistan, Nukus.
https://doi.org/10.5281/zenodo.13762585
Abstract:
This article talks about professional development of teachers in
the process of professional development, professional development of teachers
in the continuous professional development system.
Key words:
Education system, process of continuous professional
development, professional competence, professional development system,
teacher's professional competence.
The strategic direction of the development of the education system in
society is the intellectual and moral development of a person based on his
purposeful independent activity in various fields. In the developed countries of
the world, in the process of educational reforms, the promotion of independent
education is considered as an important direction. The research of the
phenomenon of education of the teacher's professional competence is expressed
in the works of a number of scientists. These authors put forward the idea that
together with the qualities of professional competence and reliability, the
teacher's pedagogical culture is characterized as a professional and individual
phenomenon.
In turn, the concept of professional competence, as stated by V.A.
Slatsenin, represents the unity of the theoretical and practical readiness of the
pedagogue to carry out pedagogical activities and describes his professional
formation [1].
Formation of teacher's professional competence occupies a special place
among the main problems of continuous professional development of
pedagogues. Especially at the current stage of reforms related to the
modernization of education, the problem of adaptation to professional
pedagogical activity is becoming more evident. It enriches teachers with
practical, psychological, methodical, research types, as well as with the
formation of professional competence of the teacher.
Diagnostic, communicative, management and projective training groups
should be included in the essential characteristics of professional training. The
pedagogue's cognitive activity is largely determined by the complexity,
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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dynamics, non-standardity of the things being studied, the influence of the
boundaries that separate social phenomena, their search, uncertainty, which
implies observation, the ability to model the interlocutor's inner world[2].
In this case, the characteristics of self-regulation are characterized by the need
to constantly improve one's knowledge and skills, and the ability to strictly
coordinate one's behavior towards other people. In the works dedicated to the
research of the professional training ability of the teacher, it is distinguished by
the following types:
- special educational qualification;
- having a sufficiently high level of professional activity;
the ability to plan one's future professional development;
- ability of social upbringing;
- mastering joint professional activity, cooperation, as well as professional
communication methods adopted in this book, social responsibility for the
results of one's profession.
The teacher's professional competence is formed on the basis of voluntary
qualities, intellectual potential, emotional qualities, practical skills,
interdependence of self-management abilities and individual qualities reflecting
the level of socio-cultural activity of a person.
According to the tradition formed in European countries, professional
qualification is measured by the competence of a specialist, and the educational
system aimed at its formation is measured by the level of knowledge, skills and
qualifications.
The following can be recognized as important pedagogical conditions in the
professional development of teachers:
- normative and educational-methodical documents that can meet modern
requirements (state educational standards, model curricula, working curricula,
model training programs, working programs, textbooks, training programs
availability of manuals, methodological recommendations, additional special
literature, instructional tools, lesson plans, projects, etc.);
- high level of knowledge, skills and qualifications of scientific pedagogical
staff (professors, associate professors, teachers, qualified tutors, technicians),
sufficiently developed level of professional competence and having scientific
potential;
- material and technical equipment of the educational process (educational
buildings, educational auditoriums, educational workshops, practical-laboratory
equipment),
information
technologies
(radio,
television,
computer,
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photocopiers, laboratory equipment equipment, audio, video, multimedia,
simulators, film projectors, slide projectors, video projectors, availability of a set
of technical tools, etc.) is sufficiently provided;
- the creation of a socially and educationally technologically favorable
environment (teachers, students, leaders and students, as well as the content,
direction, unity of goals, etc. of mutual relations of students);
- consistent, continuous and systematic implementation of organizational
and educational-practical activities.
Summarizing the definitions and descriptions given to the concept of
"professional competence of a teacher", it can be interpreted as follows:
Professional competence of a teacher is one of the important aspects of
professional competence in the activity of a pedagogue. liq represents all needs,
abilities, skills, knowledge and interests.
For this he:
- tend to manage the process of creative research;
- it should be remembered that the effectiveness of creative research depends
on the pedagogical, psychological and theoretical preparation of the teacher.
In the formation of professional competence, a desire for full professional
formation, perception of pedagogical-technological situations, including the
ability to expand the scope of professional interests, is a demand for self-
improvement.
References:
1. V.A.Slatsenin. Pedagogy / V.A.Slatsenin. -M .: Shkola-Press, 2000.
2. Turgunov S.T., and others, “Development of professional skills and
competence of teachers” - T.: “Sano-Standart”, 2012.
