DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
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PEDAGOGICAL PROCESS AIMING AT FORMING PROFESSIONAL
TOLERANCE IN FUTURE TEACHERS AND ITS MAIN PARAMETERS
Joldasbaeva Arzigul
2nd year basic doctoral student of the Nukus State
Pedagogical University named after Ajinyoz
https://doi.org/10.5281/zenodo.15675425
Abstract:
This article discusses pedagogical tolerance, its components,
professionally necessary qualities, professionally significant qualities, the
differences between them and their social significance, the possibilities of
forming these qualities in future teachers in the process of higher pedagogical
education, the possibilities of teachers with tolerance to organize the
pedagogical process, the specificity of the pedagogical process aimed at this goal,
and the possibilities of developing professional tolerance in future teachers are
shown.
Keywords:
Pedagogical tolerance, social tolerance, psychological tolerance,
professionally important qualities, future teachers, higher pedagogical
education, parameter, values, social norms, students, parents, students,
professional activity, pedagogical process, collaborative environment.
It is known that today pedagogical tolerance is becoming an important
condition for creating a positive environment in an educational institution.
Accordingly, approaches are being put forward that pedagogical tolerance
should demonstrate its effectiveness. It is known that there are two types of
teacher activity: educational and educational activity. When considering the
effectiveness of pedagogical activity, it is appropriate to distinguish these two
types separately. They are
1. Effectiveness of education.
2. Effectiveness of upbringing.
The effectiveness of educational activities is reflected in the following:
success in achieving the set goal, knowledge of how to achieve success,
application of methods to ensure that students achieve results in the
implementation of activities, knowledge of and ability to meet the requirements
of the Uzbek society for teachers, ability to apply methods of a valuable attitude
towards the student's personality depending on changing conditions, systematic
improvement of the environment intended for the implementation of
pedagogical activities and transformation by modifying international
experiences, etc.
The criteria for assessing the effectiveness of pedagogical activity,
according to N.V. Avaluev, depend on the quality of its organization. The results
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of the study of the theoretical and empirical foundations of pedagogical activity
show that in order to confirm its effectiveness, pedagogical activity must have a
high level of efficiency, be aimed at creating favorable conditions for each
student to demonstrate their capabilities, and in this process, ensure that
students demonstrate their capabilities and acquire new opportunities. In this
process, all three components of pedagogical activity are important, which are:
1. Process.
2. Social.
3. Functional components.
They also determine the main directions of the effectiveness of pedagogical
activity. The number of students involved in each of these components is a
parameter for assessing the effectiveness of pedagogical activity.
The process direction of pedagogical activity is embodied in the process
structure, covering the process from the goal-setting stage to the evaluation
stage.
The social component of pedagogical activity is included in the social
structure, determining the attitude of the future teacher to the organized activity
and the roles performed.
The functional component of pedagogical activity is embodied in its
functional structure, expressing the level of manifestation of the student's own
capabilities.
In this system, pedagogical tolerance is interpreted as professional
tolerance. Accordingly, we begin to analyze the professionally necessary
qualities that are formed in future teachers. Including: professionally important
qualities, their significant features, professionally necessary qualities and their
significant aspects.
This system requires a qualitative analysis of the terms professionally
necessary qualities and professionally important qualities. I.N. Petukhov put
forward in his research the conclusion that the individual's individuality has a
biological basis by origin, and the qualities of the individual acquire a social
character.
Individuality is an important indicator of the character of the individual,
reporting on his historical origin and expressing his gene pool. The personal
qualities of a person are the product of the socialization process. In the works of
some specialists, the terms professionally significant qualities and professionally
valuable qualities are used as synonymous combinations. (G.V. Akopov). V.L.
Marishuk, on the other hand, refers to qualitatively significant qualities as
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potential abilities that have not manifested themselves in the process of activity.
They include: certain dynamic aspects of the individual, mental or psychomotor
characteristics, physical qualities, coordinated qualities that meet professional
requirements, qualities that allow him to succeed in his profession.
The innate psychophysiological characteristics of a person constitute
individual psychological qualities that are manifested in the process of labor
activity, from motives to professional qualifications. These qualities are
determined in the process of successfully carried out professional activity. These
are the same as professionally important qualities. Well-known specialists N.P.
Rebrova, N.V. Alisheva, A.S. Egorov in their research understood professionally
important qualities as certain signs and parameters that are professionally
important and tried to create their scientific interpretation. Using these signs
and parameters, they assessed the effectiveness and reliability of human
professional activity. V.D. Shadrikov emphasized that professionally important
qualities are specific qualifications of subjects involved in the activity process,
which affect the effectiveness of the activity and serve to assess its effectiveness
on the basis of certain parameters: reliability, productivity, quality, etc. He
included aspiration, need, moral qualities, the uniqueness of mental processes,
general somatic (structural) and neurodynamic characteristics of the human
div, worldview and beliefs among professional qualities. Thus, if professional
knowledge and professional skills are included in the composition of
professional qualities, then professional interests and professional attitudes can
be included in the composition of professionally significant qualities.
Professionally important qualities serve to coordinate a person's
professional relationships with his functions, as well as to ensure his
professional success. Professionally important qualities differ from
professionally significant qualities in the following ways: professionally
significant qualities do not clearly express a person's attitude to his professional
functions, but indicate the process and result of their implementation.
Professionally important qualities, on the other hand, directly affect the result of
professional work. Professionally significant qualities, on the other hand,
indirectly affect the professional activity of a future teacher. This must also be
clearly taken into account in the process of preparing future teachers for
pedagogical activity based on tolerance. Therefore, tolerance should become a
professionally significant quality of a future teacher.
The manifestation of the qualities of tolerance in the process of a teacher's
pedagogical activity, as shown by its pedagogical and psychological analysis, is
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International scientific-online conference
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one of the important professional qualities of a teacher. Therefore, the formation
of pedagogical tolerance in future teachers is of particular professional and
social importance. The pedagogical process aimed at the formation of tolerance
in future teachers involves the formation of two types of tolerance in students.
1. Social or socio-psychological tolerance.
2. Psychophysiological tolerance.
1.
The formation of social tolerance in the activities of a future teacher
serves to form his competence in effective work with the subjects of the
educational process. The formation of psychological tolerance serves to ensure
that future teachers can withstand many pedagogical pressures with
determination and stability. At the same time, such tolerance helps the teacher
to strengthen his position in the future. Social tolerance has its own components,
and special attention should be paid to the formation of these components in the
content of higher pedagogical education. They are:
2.
1. Dynamic component. As is known, the dynamic nature of tolerance
serves to determine the motivation of the future teacher. This is manifested in
the following: readiness to accept students as they are, a clear idea of the value
system inherent in each student, the ability to know their interests, beliefs, and
social norms.
3.
2. Operational component. The operational component of social
competence is made up of specific knowledge, skills, and abilities related to
tolerance. These include: knowledge of the psychological characteristics of
students, strategies for communicating with students of different personalities,
and the ability to use mechanisms to control students' dialogue processes.
Within the framework of the concept of pedagogical tolerance,
- the ability to interact with all subjects of the educational process;
- the acquisition of skills and competencies;
- the acquisition of normative positions and qualities of tolerance related to
the development of tolerance of one's own personality;
- a tolerant attitude towards the personalities of students and parents;
- the acquisition of the ability to appreciate tolerance at the level of
professional and personal qualities;
- understanding tolerance as a norm of one's own professional behavior;
- it is necessary to create a favorable pedagogical situation for
understanding tolerance as a normative indicator of pedagogical ethics.
In this sense, pedagogical tolerance is considered as a socio-pedagogical
concept and is understood at the level of entering an atmosphere of acceptance,
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International scientific-online conference
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empathetic understanding, open and trusting communication. Accordingly,
pedagogical tolerance, as an integrative phenomenon that embodies all aspects
and characteristics of tolerance, serves to determine the specific goals, tasks,
forms and specific features of the teacher's pedagogical activity. Therefore, it is a
professional and personal quality of the teacher, which finds its expression in
various forms in pedagogical situations.
As subjects of the pedagogical process based on tolerance, it is possible to
indicate a valuable collaborative environment that includes pedagogically
tolerant education, students, their parents, and the pedagogical community of
the general secondary educational organization. In this process, it is required to
create a favorable environment for the formation of professional tolerance in
future teachers, assuming that the teacher takes the position of an educator,
performs the function of educating and educating students.
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