DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
35
A MODEL OF PROFESSIONAL SELF-DEVELOPMENT FOR FUTURE
FOREIGN LANGUAGE TEACHERS
Zaylobidinova Dilnoza Gulomovna
Phd Student at Fergana State University
ORCID ID: 0009-0003-0449-5995
https://doi.org/10.5281/zenodo.15192948
Abstract:
The article studies the theoretical foundations of professional
self-development of future foreign language teachers, the practical
methodological system, tools and technological foundations of professional self-
development of future foreign language teachers, the effectiveness of
professional self-development of future foreign language teachers. Also, the
theoretical aspects of professional self-development of future foreign language
teachers are analyzed.
Key words:
pedagogical, theoretical and methodological basis, competence,
improvement, technological, model, methodological system, foreign language,
professional self-development, tool, acmeological approach.
Introduction
The process of professional self-development of future foreign language
teachers necessitates interactive cooperation between the teacher and the
learner, as well as independent and creative engagement. This process demands
the modernization of the content of professional education and the development
of a well-rounded personality, along with its social aspects, all grounded in
innovative education. The professional self-development of future foreign
language teachers is directly related to the changes in worldview and thinking of
the main actors in this process teachers and students as well as their
competencies. As previously noted, in order for each student to determine their
personal "acme" (peak of development), they must possess strong motivating
factors towards their chosen specialty, along with a highly developed need for
achievement and success in life.
Literature Review and Methods
There exists a substantial div of research related to the process of
preparing future foreign language teachers for professional activity. Key issues
concerning the methodology, tools, concepts, principles, and linguo-
methodological foundations of foreign language teaching have been explored by
scholars such as Max Walter, Michael West, Anthony Philip, Maximilian Berlitz,
I.L. Bim, N.N. Boldyrev, N.D. Galskova, E.N. Zaretskaya, E.M. Vereshchagin, V.G.
Kostomarov, J.B. Bo‘ronov, S.N. Aliyev, A.M. Bushuy, J.J. Jalolov, L.T. Akhmedova,
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
36
F.M. Rashidova, I.M. Tukhtasinov, K.Sh. Muradkasimova, F.Kh. Ibragimova, and
K.D. Riskulova.
Results and Discussion
Globally, the rapid advancement of science and technology, progressive
production practices, and the dynamic changes occurring in society and nature
have significantly increased the demands on professional training. This
necessitates the improvement of the pedagogical and psychological mechanisms
for training competitive specialists. It is essential to implement intensive
professional training, ensure the integration of pedagogical, psychological, and
acmeological tasks in education, and develop methods for acmeologically
oriented professional guidance in educational and cognitive activities.
The professional self-development of future foreign language teachers is
crucial for improving the quality of specialist training and developing a
comprehensive scientific-methodological framework, thus underscoring the
relevance of this topic. In our view, the necessity for professional self-
development of prospective foreign language teachers within education is
reflected in the training and management processes. These must meet societal
expectations for intellectually developed, achievement-oriented, self-planning
individuals who respond to the demands of the state, society, and employers,
while being creative, communicative, and capable of fulfilling personnel training
needs.
On the global scale, the modernization of educational systems,
harmonization with contemporary scientific and technological progress,
implementation of innovative ideas in practice, and training specialists in newly
emerging disciplines based on modern requirements have become pressing
issues. Within the system of educational technologies, it is necessary to develop
a pedagogical model and mechanisms for its implementation into educational
practice to effectively present the organizational-pedagogical foundations,
content, and optimal methodological approaches of the learning process.
In the present study, the proposed pedagogical model for the professional
self-development of future foreign language teachers consists of four key
components:
1.
Goal-Oriented Component
2.
Processual-Content Component
3.
Organizational-Activity Component
4.
Diagnostic Component
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
37
The implementation of professional self-development among future foreign
language teachers is carried out through the following motivational
components:
Emotional-Perceptual Motivation: At this stage, the importance of
professional self-development is emotionally and sensorially perceived through
the needs directly engaged in this process.
Cognitive Motivation: The goal of this stage is to further develop
cognitive motivation that supports professional self-development. Goals and
motives are recognized, and strategies of action are systematized. While earlier
the prospective teachers may have lacked the ability to plan self-development
activities, at this stage, such capabilities begin to emerge.
Problem Identification and Solution
The third stage focuses on identifying and resolving problems related to the
professional self-development of prospective foreign language teachers. At this
stage, pre-service teachers transition from trial-and-error problem solving to
designing their professional activities and pedagogical behaviors in pursuit of
their goals.
We believe that the process of professional self-development among
prospective foreign language teachers is more effective when organized on the
basis of integrative and competence-based approaches. In our model, the
concept of “integration” is used to describe the interconnectedness of the
individual components within a complex, holistic educational process, as well as
the creation of a unified system from diverse structural elements.
The level of professional self-development in prospective foreign language
teachers is determined by the degree to which their professional competencies
are formed. These competencies encompass a wide range of attributes reflecting
their readiness for pedagogical activity. Among these, the development of high
moral and ethical values, social knowledge, and skills is of particular importance.
Reflective competence plays a crucial role in the self-development of future
foreign language teachers, as it entails the ability to independently and deeply
understand and plan the teaching and educational process.
Reflection includes components such as self-evaluation, adjustment of one's
behavior, and improvement of actions from the perspective of future
professional practice.
In the process of professional self-development of prospective foreign
language teachers, the following conditions are essential: organizing the self-
development process while taking into account access to all competencies and
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
38
educational resources; guiding pre-service teachers toward independent
learning; and implementing a contextualized learning process.
The contextual teaching technology is of great importance in the
professional self-development of future foreign language teachers. Through
various pedagogical forms, methods, and tools, a model for professional self-
development is developed. By mastering abstract knowledge, prospective
teachers enhance their readiness for pedagogical activity. This approach is
commonly referred to in pedagogy as
contextual learning
or
context-based
teaching
technology.
The goal of contextual learning is not merely to transfer information but to
facilitate the development of competent professional activity in future
specialists. Therefore, content selection must not only rely on scientific
knowledge and information but also reflect professional tasks, assignments, and
challenges the future specialist is expected to handle. This necessitates the
inclusion of a professional self-development model for pre-service foreign
language teachers.
In contextual learning:
Pre-service teachers adopt an activity-based perspective;
They mobilize all available resources to make joint decisions;
They acquire knowledge through the resolution of modeled contextual
situations, which enhances their cognitive and professional motivation and
promotes their understanding of the essence of acmeological competence
development;
Both individual and group learning formats are used to foster activity-
based engagement and the development of personal qualities;
A combination of traditional and innovative pedagogical technologies is
utilized.
Contextual learning can be effectively used to support the professional self-
development of prospective foreign language teachers. One of its key forms is
the
lecture
, which can take on various formats, such as professional
development lectures, dual lectures, visualized lectures, and press-conference-
style lectures.
Lectures with a reflective character promote the professional self-
development of future foreign language teachers. These qualities are considered
key parameters in assessing their readiness for pedagogical activity. The pre-
service teacher, in developing acmeological knowledge and skills and forming an
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
39
"acme-personality," is capable of creating and applying their own instructional
technologies.
Problem-based questions presented by instructors encourage pre-service
teachers to engage in dialogue and debate. In problem-based lectures, the
context is constructed around specific objects and social situations related to
professional activity. Solving such problems requires analytical thinking,
selecting relevant educational information, planning for outcomes, and
reflecting—thereby fostering professional self-development.
Discussion-based seminars also play a significant role in the self-
development of prospective foreign language teachers. These seminars provide
opportunities to assimilate the communication styles of pedagogical teams.
During seminar discussions, pre-service teachers may take on roles such as
expert, opponent, or leader. In order to effectively apply contextual teaching
technologies in pedagogical practice, pre-service teachers must perform the
roles typically associated with instructors. During the implementation of this
technology, it is not the professors but the future teachers who demonstrate
active participation.
Conclusion
It is recommended to effectively use business games in the practical
training program. Through this approach, elements of professional inclination
are gradually developed in future teachers. During the games, pre-service
specialists analyze situations, break down problems into components, develop
methods and tools to find solutions, carry out professional actions in line with
practical activities, and make corrections based on the outcomes obtained.
Using a contextual approach in organizing educational-business games
allows for the integration of academic and practical skills of future teachers.
This, in turn, forms the foundation for their professional self-development. Thus,
contextual teaching technology becomes a key tool in the professional self-
development of future foreign language teachers.
References:
1.
CEFR. Learning, teaching, assessment. Language Policy Unit, Strasbourg.
www.coe/lang-CEFR
2.
Leontiev, A.A. Pedagogical Communication / A.A. Leontiev. — Moscow:
MSU, 1979. — 112 p.
3.
Muslimov, N.A. Theoretical and Methodological Foundations of
Professional Development of Vocational Education Teachers. Ped. Sc. Doc.
Dissertation... Author's Abstract. Tashkent: 2007. — p. 132.
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
40
4.
Podlasy, I.P. Pedagogy. New Course. Vol. 1. — Moscow: VLADAS, 1999. —
235 p.
5.
Rakhimov, B.Kh. The System of Professional-Cultural Relations Formation
in Future Teachers. Tashkent: Fan, 2005. — p. 10.
6.
Stupina, S.B. Interactive Learning Technologies in Higher Education:
Teaching and Methodical Guide. — Saratov: 2009. — 52 p.
7.
Shamalo, A.N. Methods of Teaching Foreign Languages: General Course //
Study Guide. Moscow: AST-AST-Moscow: Vostok-Zapad, 2008. — 256 p.
