47
While the literature highlights the potential benefits of inclusive education, it also
acknowledges the challenges. Inclusive classrooms can sometimes place an additional
burden on teachers, as they must accommodate a wide range of learning styles and
abilities. Moreover, concerns have been raised about the adequacy of resources and
support for students with more complex needs. These challenges underscore the need
for ongoing research and policy development to address the practical aspects of
inclusive education.
The analysis of existing research and empirical studies indicates that inclusive
education can be highly effective in promoting both academic achievement and social
inclusion. However, its success depends on various factors, including teacher training,
resource allocation, and the commitment of educational institutions and policymakers to
create an inclusive learning environment.
1.
Improved Academic Outcomes
: Research consistently shows that students
with disabilities in inclusive settings often achieve better academic outcomes compared
to those in segregated environments. This underscores the effectiveness of inclusive
education in promoting learning for all.
2.
Enhanced Social Skills
: Inclusive education fosters the development of
essential social skills, such as empathy, cooperation, and tolerance, in students of all
abilities. This translates into more inclusive and accepting communities.
3.
Economic Benefits
: Inclusive education has long-term economic benefits for
society by preparing a diverse and skilled workforce that contributes to economic
growth and social stability.
Inclusive education is a powerful approach that holds the potential to transform
education and society as a whole. By providing equal opportunities for all students,
irrespective of their abilities, it fosters academic achievement, social inclusion, and
diversity acceptance. However, challenges such as teacher preparation and resource
allocation need to be addressed to maximize its effectiveness. In conclusion, inclusive
education represents a significant step towards a more equitable and inclusive society,
and its continued promotion and refinement should be a priority in the field of
education.
Reference:
1.
Jones & Brown (2020) Grading for Equity: What It Is, Why It Matters, and How It
Can Transform Schools and Classrooms, 1st Edition. (p.115)
2.
Smith (2018) Contesting the Global Development of Sustainable and Inclusive
Education (Critical Global Citizenship Education), 1st Edition
3.
Smith & Johnson (2020) Reading, Writing, and Talk: Inclusive Teaching
Strategies for Diverse Learners, K
–
2. (p. 123)
KOMPETENTLIKKA ASOSLANGAN YONDASHUV ORQALI YOSHLARNI IJTIMOIY-
KASBIY RIVOJLANTIRISH MASALALARI
Jumaev A.Sh.,
O‘
zDJTU dotsenti
Annotatsiya.
Maqolada zamonaviy mutaxassisga q
o‘
yiladigan talablar asosida
uzluksiz ta’lim o‘
qituvchilarini kasbiy rivojlantirish masalalari yoritilgan b
o‘
lib, uning
shart
–
sharoitlari, belgilari va shakllari tahlil etilgan.
Kalit s
o‘
zlar:
ta’lim jarayoni, pedagogik faoliyat, kasbiy faollik, ijtimoiy faollik,
kasbiy kompetentlik, zamonaviy ta’lim
-
tarbiya, ta’lim mazmuni, pedagoglarning kasbiy
rivojlanishi, zamonaviy pedagog shaxsi, omillar.
48
Dunyoda b
o‘
lajak
o‘
qituvchilarni shaxsiy va kasbiy ijtimoiylashtirish,
talabalarda tanqidiy fikrlash, axborotni mustaqil izlash va tahlil qilish
k
o‘nikmalarini
rivojlantirish,
pedagogika
oliy
ta’lim
sohasini
axborotlashtirishning innovatsio
n modellarini ishlab chiqish, an’anaviy va
innovatsion ta’lim tizimlarining maqbul integratsiyasini ta’minlashning
pedagogik mexanizmlari, axborot-
ta’lim muhiti sharoitida bo‘
lajak pedagoglarda
metakompetentlikni
rivojlantirishning
tashkiliy-metodik
tizimini
takomillashtirishga doir qator ilmiy izlanishlar olib borilmoqda. Shu tufayli
ta’lim
-tarbiya tizimiga yangicha ilmiy-uslubiy yondashuvlar kirib kela boshladi.
Bu yondashuvlar,
o‘
z navbatida,
o‘
quv jarayonining turli tashkiliy va
metodik jam
g‘
armalarida muayyan ijobiy
o‘
zgarishlarni sodir etadi, albatta.
Ularning katta k
o‘
pchiligi
o‘
qituvchi shaxsining kasbiy kompetensiyasi hamda
pedagogik texnologiyalar va pedagogik mahorat bilan uzviy bo
g‘
liq
o‘
zgarishlardir.
Mamlakatimizda amalga oshirilayotgan ta’lim
tizimidagi islohatlar ham
o‘
z
o‘rnida jahon ta’lim makoniga integratsiyalashuvi uchun ham bosqichma
-bosqich
yangicha ta’lim paradigmalarga o‘
tib bormoqda. Xususan, hozirgi kunda
o‘
quvchi yoki
talaba
o‘
quv-
tarbiya jarayonining sub’ekti sifatida tan olinish
i, shaxsga y
o‘
naltirilgan
yondashuvni bevosita kasbiy ta’limga singib borishini ta’minlamoqda.
Kompetensiya va kompetentlik
o‘
zaro q
o‘
shilib ketgan tushunchalar b
o‘
lib, lekin
pedagog olimlar tomonidan ularning har biriga alohida tushunchalar yoki bir sinonim
tushunchalar sifatida e’tirof etilib, ular jamiyat tomonidan uning fuqarolarini
tayyorgarlik darajasiga q
o‘
yiladigan talablar sifatida baholanadi. Shu
o‘rinda ta’kidlash
joizki, “kompetentlik” tushunchasi bilan bir qatorda “kompetensiya” tushunchasi
q
o‘
llanilib, ular
o‘
zaro bo
g‘
liq b
o‘
lgan, aynan
o‘
xshashlik, differensial hamda integral
xususiyatlari bilan tavsiflanadi.
Ta’lim tizimida amalga oshirilayotgan islohotlarning ikki muhim ko‘
rsatkichi
–
sifat
va samaradorlik aynan
o‘
qituvchining kasbiy kompetensiyasi va pedagogik mahoratiga
uzviy aloqadordir. Uning kasbiy talabnomasi (professiogrammasi) kun sayin
kuchaymoqda. Bir-biriga bo
g‘
liq b
o‘
lgan talablarning majmui, pedagogning
umumlashtirilgan modelini tashkil etadi. Tadqiqotlar
o‘
qituvchi shaxsining ijtimoiy
funksiyasi uni qay darajada kasbiy kompetensiyalarni va pedagogik mahoratni
egallaganligida k
o‘
rinishini asoslamoqda.
Mustaqillik davrida uzluksiz milliy tizim sohasidagi ayrim muammolar k
o‘
zga
tashlanib ham qoldi. Bular orasida, ayniqsa, quyidagilar muhim sanaladi va ularning
ijobiy yechimini topish ijtimoiy zaruratga aylanib ham ulgurdi: 1. Pedagog-kadrlarning
savodxonligi va ularning kasbiy mahorati hamda kasbiy kompetentligining ayrim
masalasi. 2. Moddiy ta’minot (ta’lim sohasi ishtirokchilarining shaxsiy va ta’lim
muassasalarining moddiy-
texnikaviy ta’minoti) masalalari. 3. O‘
quv-metodik yordam
masalasi. 4. Axborot ortiqchaligi (axborot b
o‘
hroni) masalasi. 5. Qiziqish va qiziqtirish
kabi bevosita
o‘
quv faoliyati bilan bo
g‘
lik b
o‘
lgan masalalar.
O
‘
quv faoliyati
–
bu keng ma’noda inson faoliyatining muayyan maqsadlar
y
o‘
nalishida namoyon b
o‘
lishidir. Bu faoliyat faqat insoniyat jamiyatida amalga oshirilishi
sababli, u nafaqat har bir insonning, balki butun jamiyatning manfaatlari va maqsadlariga
xizmat qiladi.
O‘
quv faoliyati-bu insonda muvaffaqiyatli mehnat faoliyatini amalga oshirish
imkoniyatini ta’minlash maqsadida uni o‘
qitish hamda tarbiyalashga qaratilgan maqsadli
faoliyatdir. Ushbu jarayonning mohiyati inson tomonidan t
o‘
plangan tajriba, bilimlar,
malaka va k
o‘
nikmalar shaklida
o‘
zgartirish hamda uni
o‘
sib kelayotgan avlodga
49
berishdan iborat.
O‘
quv faoliyati insonning individual rivojlanishi bilan uzviy bo
g‘
liq va
uning hamma fazalarida-bolalikdan boshlab, to ul
g‘
aygan davrigacha mavjud b
o‘
ladi.
Demak,
o‘
quv faoliyati, boshqa inson faoliyati turlari singari, kishilik jamiyatiga xos
b
o‘lgan ob’ektiv hodisa sifatida amal qiladi. Jamiyatning o‘
zi murakkab va ziddiyatli
o‘
zgarishlarga uchrab turar ekan,
o‘
quv faoliyati ham insoniyat taraqqiyotining turli
rivojlanish bosqichlarida har xil muayyan shakllarga ega b
o‘
ladi. Masalan,
O‘
zbekistonda
mustaqillik q
o‘
lga kiritilgandan s
o‘ng ta’lim sohasida bir qator muhim hujjatlar qabul
qilindi va uzluksiz ta’lim tizimi shaklan va mazmunan yangi rivojlanish
bosqichlariga
o‘tdi, ya’ni o‘
qitish jarayoni takomillashish y
o‘
liga
o‘tdi. Shuni ta’kidlash joizki, o‘
quv
faoliyati har doim ham barkamol insonni voyaga yetkazishga, uning ma’naviy va moddiy
madaniyatini shakllantirishga qaratiladi.
O‘
quv faoliyati
o‘
z rivojlanishining hamma
bosqichlarida ijtimoiy y
o‘
naltirilgan maqsadga ega. Maqsadli amalga oshiriladigan
jarayon hisoblangan
o‘
quv faoliyati k
o‘
p qirralidir. Uning asosini shaxsan
o‘
qitish
jarayoni, ya’ni o‘
qituvchi tomonidan
o‘
quvchiga bilim, malaka va k
o‘
nikmalar majmuasiga
bevosita berish jarayoni tashkil etadi.
O‘quv faoliyatining aynan bu tomonini ta’lim berish jarayoni tushunchasi bilan
belgilaymiz.
O‘
quv jarayoni deganda-
o‘quv faoliyati, tor ma’noda, bir maqsadga
y
o‘naltirilgan ta’lim berish sifatida
tushuniladi. Bu
o‘
quv faoliyatini asosiy tomoni
hisoblanadi. Lekin u
o‘
quv faoliyatining mazmunini t
o‘
laligicha yoritmaydi.
O‘
quv faoliyati
tarkibiga keng ma’noda, ta’lim berishdan tashqari, yana bir eng muhim va ma’suliyatli
jarayon-tarbiya kiradi. U
o‘
quv faoliyatining ajralmas qismi b
o‘
la turib,
o‘
quvchilardan bir
qator zarur ijtimoiy sifatlarni shakllantirishga xizmat qiladi va tarbiya ikkita
o‘
zaro
bo
g‘
liq b
o‘
lgan jarayon hisoblanadi. Ularda
o‘
quv faoliyatining ikkita vazifasi-
ta’lim berish
va tarbiyalash vazifalari muayyanlashtiriladi. Ikkala jarayon ham bir-biridan farqli
ravishda
o‘
zining aniq maqsad va vazifalariga ega b
o‘
lishiga qaramasdan, ular mohiyati
jihatidan bitta ijtimoiy maslak-
jamiyat a’zolarining komilligini ta’minlashga xizmat qiladi.
Shunday qilib, har bir jamiyatning kelajagi uning ajralmas qismi b
o‘lgan ta’lim
tizimining qay darajada rivojlanganligi
bilan
belgilanadi. Mustaqillikni
mustahkamlashning strategik y
o‘
lida o
g‘
ishmay davom etayotgan va iqtisodiyotni
erkinlashtirish y
o‘
liga kirib borayotgan mamlakatimizda
ta’lim tizimini isloh qilish, unga
rivojlangan mamlakatlarning il
g‘
or texnologiyalarini joriy qilish, milliy qadriyatlarimizni
singdirgan holda
ta’limni tashkil etish, bu jarayonni puxta va samarali amalga oshirish
ishlari bugungi kunda davlat siyosati darajasiga k
o‘
tarildi. Mamlakatimizda uzluksiz
ta’lim tizimini isloh qilishning tashkiliy, ilmiy va metodik asoslari yaratildi, asosiy
maqsad esa komil inson va yetuk, malakali hamda raqobatbardosh mutaxassislarni
tayyorlashdir, deb belgilandi.
Kadrlarning yangi avlodini tayyorlash muammosining samarali yechimi, birinchi
navbatda, hozirgi kun talablariga javob bera oladigan psixologiya, pedagogika,
iqtisodiyot, ekologik madaniyat, huquqshunoslik va shunga
o‘
xshash boshqa fanlarning
bilim asoslarini chuqur biladigan professional malakaga ega b
o‘
lgan har tomonlama
chuqur bilimga ega b
o‘
lgan
o‘
qituvchi kadrlarning tayyorlanishi bilan bo
g‘
liqdir.
Olib borilgan kuzatishlar va AQSh, Germaniya, Yaponiya, Fransiya va boshqa sanoati
hamda intellektual bilimlari rivojlangan mamlakatlarning tajribasi shuni k
o‘
rsatib
turibdiki, yuqori malakali va raqobatbardosh kadrlar tayyorlash, asosan,
quyidagilarga bo
g‘
liq b
o‘
lar ekan:
ta’lim, fan va ishlab chiqarishning o‘
zaro samarali
aloqadorligiga;
ta’lim muassasalari va professional ta’lim dasturlari turlarining
(tiplarining) xilma-xilligi, ularda fan va texnikaning eng oxirgi yutuqlari, iqtisodiyot
va texnologiyalarning eng yuqori andozalari va k
o‘
rinishlari qay darajada aks
ettirilganligiga; professi
onal ta’lim tizimini ustuvor va foyda keltiruvchi iqtisodiy
50
tarmoqka aylantirishga;
ta’lim muassasalarini zamonaviy o‘
quv-metodik adabiyotlar
bilan ta’minlash va ularning moddiy
-texnik asosini yaratish hamda ularning
moliyaviy k
o‘
rsatkichlarini mustahkamlashga;
professional ta’lim tizimiga eng yuqori
malakali
o‘
qituvchilarni va mutaxassislarni jalb etishga;
o‘
quv jarayonini
informatizatsiyalash va kompyuterlashtirishga; kadrlarni tayyorlashning sifat bahosini
va ob’ektiv nazorat tizimini
q
o‘
llashga; shaxsning rivojlanishi,
o‘
lchovi, sifat va
hulqini, qobiliyat va intellektini baholash hamda kasbiy mahorati muammolariga
ba
g‘
ishlangan psixologik-pedagogik izlanishlarni bajarishga;
o‘
qituvchilarni yuqori
darajada moddiy ra
g‘
batlantirish va ularni ijtimoiy himoyalab turishga.
Kompetentlikka asoslangan yondashuv orqali pedagog-kadrlarni kasbiy
rivojlantirish vazifasi, mazkur tushunchaning mazmuni va tarkibini aniqlash bilan
bo
g‘
liq. Kasbiy kompetentlikni rivojlantirish jarayonining mazmunini aniqlashda,
avvalambor kasbiy faoliyati mohiyati ochib berilishi kerak. Pedagoglarning kasbiy
kompetentligi yuqorida tilga olingan k
o‘
p sonli mezonlardan tashqari bir qator
pedagogik, psixologik, ijtimoiy, iqtisodiy, madaniy, ekologik, irsiy-biologik, gigenik va
fiziologik omillarga ham bo
g‘
liqdir. Kasbiy kompetensiyaning uchta darajasi farq
qilinadi: nazariy, amaliy va shaxsiy. Shuningdek, kasbiy kompetensiyaning hal qiluvchi,
bazaviy (asosiy) va maxsus qismlari ham mavjud.
O‘
qituvchi
kompetensiyasining
eng
zarur
komponentlaridan
biri
-
tashabbuskorlikdir. Uning yonida hamkorlik ham b
o‘
lmo
g‘
i lozim. Kompetensiyaning
kasbiy, maxsus, ijtimoiy, umummadaniy, shaxsiy va individual turlari mavjud b
o‘
lib ular
bir-biri bilan uzviy aloqadorlikdadir. Kompetensiyaning k
o‘
p qirrali va xilma-xilligi
ekanligi
o‘
qituvchi shaxsining kasbiy faoliyatida yaqqol namoyon b
o‘
ladi.
O‘
quv-biluv
qobiliyati, ijtimoiy faollik, axborot m
o‘
lligi, kommunikativlik yoki nizoga moyillik kabi
jihatlar
o‘
qituvchining kompetensiyasining muhim mezonlaridir. Kompetensiya
(lot.Competo erishyapman, munosibman, loyiqman) u yoki bu sohadagi bilimlar, tajriba
degan ma’nolarni anglatadi.
Kompetensiya (lot Competere layoqatli, munosib b
o‘
lmoq)
shaxsning biror bir sohadan xabardorlik, shu sohani bilish darajasi.
Kompetentlik
ma’lum holat xususida to‘g‘
ri mulohaza yuritishga imkon beradigan
bilimga ega b
o‘
lish, dalil isbotli fikr, kishining muayyan sohada saviyasini ifoda etadigan
atama. Kompetentlik shaxs xususiyatlari va holatining murakkab majmui b
o‘lib, ma’lum
sohadagi bilim, k
o‘
nikma va tajribani mujassamlashtirishdir. Kompetentlik insonga
muayyan masalalarda fikr bildirishi, ma’lum qarorlarni ishlab chiqishda ishtirok etish
yoki mustaqil ravishda qaror qabul qilish imkonini beradi.
A.Xutorskiy “kompetentlik” tushunchasinin
g amaliyotga kiritilishi talablariga
nazariy bilimlar t
o‘
plamini egallab, aniq vazifa yoki holatlarni hal qilishda ularni amalga
joriy qilishda duch keladigan jiddiy qiyinchiliklarini bartaraf qilish imkonini beradi, deb
ta’kidlaydi.
N.Muslimovning fikricha, kompetentlik talaba tomonidan alohida bilim va
malakalarning egallanishi emas, balki har bir mustaqil y
o‘
nalish b
o‘
yicha integrativ
bilimlar va amaliy harakatlarning
o‘
zlashtirilishini nazarda tutadi. Yuqorida
ta’kidlaganimizdek, islohotlarning ikki muh
im k
o‘
rsatkichi
–
sifat va samaradorlik aynan
o‘
qituvchining kasbiy kompetensiyasi va pedagogik mahoratidagi talablar bilan uzviy
aloqadordir.
Foydalanilgan adabiyotlar r
o‘
yxati:
1.
Муслимов Н.А., Кадыров Х.Ш. Формирование профессионалной
компетентности будущих педагогов профессионалного образования //
51
Непрерывное образование в интересах устойчивого развития. –
Санкт
-
Петербург,
2015.
2.
Musurmanova O., Isakulova N., Jumaniyozova M. Umumiy pedagogika II-qism
darslik.
–
T.: Innovatsiya-Ziyo, 2020.
3.
Jumaev A. Yosh pedagog kadrlar kasbiy kompetentligining ayrim masalalari //
Pedagogika.
–
Toshkent, 2015. -
№1.
4.
Mengliev B., Ziyodullaeva G. Til ta’limiga kompeensiyaviy yondashuv // Ma’rifat.
–
Toshkent, 2014 yil 29 mart. -
№26.
5.
Mudrik A.V. Sotsializatsiya cheloveka.
–
Moskva: Akademiya, 2005.
INTERCONNECTION OF PROFESSIONAL MOTIVATION AND PEDAGOGICAL
ACTIVITY OF FUTURE SPECIALISTS
Yuldasheva S.M., associate professor, UzSWLU
Abstract.
In the essay, experts in the field of pedagogy explore motivational
difficulties. The primary and primary factors impacting this profession's decision are
underlined. The desire for power is one of the primary motivations of instructors that is
taken into account in the job. An essential component of the teaching profession is the
desire for and execution of the demands of power. The theories of G.Murray and
D.Verroff are examined in the study.
Key words:
motivation, professional motivation, affiliation motive, power motive.
The destiny of every state is directly correlated with its level of educational
progress, as is known from the annals of global history [1]. Based on this reality, we may
state that motivation is the primary element influencing an individual's activity,
behavior, and activity. Only by taking into consideration a student's motivational traits
can any instructional contact be successful. Numerous domestic and international
scholars (S.I.Grigoriev, L.G.Guslyakova, M.V.Kondratyeva, S.G.Maksimova, L.V.Topchiy,
E.I.Kholostova, G.Berner, H.Svedner, R.Tomlisson, etc.) have written about issues related
to the professional training of experts in the field of education. One of the key elements
in a teacher's efficacy is motivation. First and foremost, teachers' professional
motivation should not have a compensating element and score highly on affiliation
measures. However, job satisfaction may decline and the source of professional drive
may alter as a specialist's years of service in the area lengthen. The challenging
psychological and emotional working environment provide an explanation for this
situation. since a result, it is crucial to pay close attention to the teacher's motivational
traits, since they are what influence his personal and emotional mental harmony and
sufficiency, as well as the efficacy and success of the activities he does.
This means that a teacher's professional activity, regardless of the kind of work
done, falls within the category of professions with enhanced moral responsibility for the
health and well-being of individuals, demographic groups, and society as a whole. A
teacher's mental and physical health is negatively impacted by the ongoing stressful
conditions that they encounter at work, as well as by personal insecurity and other
moral and psychological issues. Studies have shown that being a teacher is a career that
comes with a lot of responsibility and emotional strain as well as extremely ambiguous
success standards. As a result, this situation has a big impact on how professionals in
this industry develop their professional motivation [2]. Affiliation (the want to interact)
is a major factor in one's decision to pursue this line of work since only via interpersonal
