European International Journal of Pedagogics
107
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
107-109
DOI
OPEN ACCESS
SUBMITED
24 December 2024
ACCEPTED
26 January 2025
PUBLISHED
28 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical Foundations
of Developing
Informational and
Analytical Competence in
Future Foreign Language
Teachers
Tojiboyeva Shokhistakhon Komiljonovna
Teacher of Termez University of Economics and Service, Uzbekistan
Abstract:
Today, the tasks of integrating informational
and analytical competence and developing them in
mutual relation are gaining relevance in future foreign
language teachers. Because nowadays there is a strong
need for personnel capable of deep analytical analysis
of information. In this process, the demand and need for
high-potential and competitive personnel is increasing.
In addition to expanding the scope of education of
future foreign language teachers in higher education
institutions, by organizing high-quality and effective
education, the system of training personnel with
modern knowledge and skills and the competence
required by today's times will also be renewed.
demands review and reform.
Keywords:
Information-analytical,
competence,
experience,
system,
methodology,
convention,
international practice.
Introduction:
Today, as a strong specialist, along with
professional knowledge and skills, there is a need to
develop information and analytical thinking skills. This
makes it a priority to enrich the system of training future
foreign language teachers with new approaches, widely
apply foreign experience to it, and develop their
analytical thinking on information with special emphasis
on practical lessons.
This paragraph of the research paper analyzes the
pedagogical need for the integration of information and
analytical competence in future foreign language
teachers, the current state of development of
European International Journal of Pedagogics
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European International Journal of Pedagogics
information and analytical thinking in today's higher
educational institutions, and the possibilities and
solutions to eliminate shortcomings.
In the development of information and analytical
competence of future foreign language teachers, the
formation of an analytical mindset is a priority. After
all, “analy
tical thinking is characterized by deep,
comprehensive logical thinking on any issue, along
with the provenness of the conclusion drawn.
Therefore, it is important to teach students to have a
unique approach, to clearly, logically, expressively
state and justify their views in the formation of
analytical thinking. The level of thinking of each person
also allows analytical thinking to emerge as a result of
the variety of knowledge. ” Therefore, the formation of
the competence of future foreign language teachers to
deeply analyze information when working with it
affects their level of professional competence.
In developing analytical competence in future foreign
language teachers, conscious critical thinking is of
great importance, not blindly, dogmatically. In this
regard, first of all, it should be noted that analytical
thinking is the highest example of the development of
critical thinking. Therefore, if we pay attention to the
existence of contradictions between different views,
approaches, and concepts related to the historical
processes in the development of this analytical
thinking, the development of critical thinking in a
student is not a difficult problem.
To develop analytical thinking, we must first determine
what this thinking itself looks like. In fact, genuine
analytical thinking must contain elements of
skepticism. For example, “the skepticism founded by
Pyrrho was of incomparable importance for the
development of critical thinking. However, the
formation of critical thinking is also of great
importance for the daily life of any person. After all, no
one can turn a person with a developed critical thinking
into his “puppet”, and he makes fewer mistakes in his
life than others. However, there is also great confusion
in understanding what critical thinking is. The worst of
these confusions is that a person directs this criticism
only outward and cannot see his own mistakes and
shortcomings. In order to avoid such shortcomings and
to prevent the student from becoming a “sophist”
(demagogue, sophist) in a negative sense, it is
necessary to prepare him to identify the main features
of critical thinking. The development of critical thinking
in future history teachers encourages them to look at
historical processes with a critical eye, analyze
historical processes, compare them with each other,
and work on sources. This develops analytical
competence in them.
Therefore, critical thinking, a critical view of historical
processes, and an approach to them were considered
very necessary skills for a future history teacher. In
general, critical thinking is a way of thinking that is
aimed at analytically studying certain information, not
at finding errors and shortcomings in the opinions of
others. Accordingly, truly critical thinking within the
framework of higher culture includes the following
aspects in its content: openness to new thoughts and
ideas that contradict one's own; striving to avoid
mistakes in one's thoughts and views and to eliminate
them; striving to distinguish between right and wrong
among different opinions without bias, that is,
objectively; not to express a critical opinion on an issue
that one does not understand, to admit that one does
not understand; to distinguish between justified and
unfounded errors in thought, etc. Of course, if a person
has a strong interest in knowledge, then the culture of
critical thinking is intuitively well-formed. However, the
tendency to show off one's own personality, boasting,
and arrogance, which are pre-formed in the student's
character, become a major obstacle to the formation of
genuine critical thinking, which is very necessary for the
development of analytical thinking.
The critical-analytical attitude to history, which is
required to be developed in future foreign language
teachers, is a complex way of thinking, and its formation
goes through various stages, from passive reception of
information to independent approach to solving specific
problems. Therefore, in order to educate future foreign
language teachers as specialists with high analytical
thinking, we must first create conditions for the
awakening and development of critical thinking skills in
them. In this regard, the critical spirit and way of
thinking in history education serve as the most
important and necessary conditions, basis, and
foundation.
However, since critical thinking is not easy and fast, but
a complex theoretical and didactic process that goes
through certain stages, it requires a certain
methodological preparation from the teacher. The
formation of critical thinking in the pedagogical process
mainly consists of the following stages: creating
conditions and grounds for critical thinking; inviting
critical thinking; critical understanding of the material.
The analytical thinking style is inextricably linked with
the worldview of the knowing subject and the nature of
methodological principles. Therefore, a change in
worldview and method leads to a change in the way of
thinking. Consequently, the way of thinking affects the
method and worldview in the process of formation, and
by solving one or another task in the field of scientific
knowledge, it sets new tasks for us and encourages us
to solve them in a new way. When a specific problem is
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European International Journal of Pedagogics
solved, it affects the new thinking process. Here the
creative and active nature of the thinking style is
manifested. In general, there are various ways of
thinking, and each of them tries to replace the
universal way of thinking that can reveal the truth.
However, "many of them were to some extent rejected
in the process of historical development, since they
could not meet the requirements of the new era. These
include
sophistical,
eclectic,
metaphysical,
mechanistic, metaphysical and other ways of thinking.
Although they are still used spontaneously and
occasionally, they cannot be the dominant method of
modern thinking. Similarly, dialectical and synergetic
methods, which are attracting the attention of many
people today, are unlikely to become absolute, unique
methods of human thinking. They also occupy a special
place among other methods that have their place and
significance in the “ladder” of universal human
thinking. Humanity has learned to use each of these
methods in the right area and when necessary, and
continues to operate based on this experience in
practice. It is very important to develop analytical
thinking in future foreign language teachers, and in this
it is effective to change, expand and influence their
“way of thinking and the scope of thinking through new
approaches. In general, being a high thinker should be
the most important quality of every cadre. Because a
deep-thinking specialist knows in advance that a
problem will arise, can correctly assess situations, can
make quick decisions, and these qualities are
considered very necessary aspects in revealing
historical truths.
In the development of information-analytical
competence in future foreign language teachers,
analytical thinking, along with analytical skills,
information culture is also very important.
The globalization of information culture, which was
formed and developed in the process of historical
development of mankind, did not arise spontaneously
in a dry place without any reason. On the contrary, it is
the result of the creative development of relations of
succession to the historical heritage of ancestors who
preceded them, the generalization of their experience.
In particular, the globalization of current information
processes should be assessed as a stage of
development of the history of general information
culture, a state of existence of a specific social reality.
Therefore, in the process of knowing any historical
phenomenon, it requires a complex and systematic
study of the history of its theory, methodology and
practice. Especially in the current conditions, when a
complex of global problems is being formed and their
interdependence (correlation) is increasing, the tasks
of restoring and creatively developing the rich material
and spiritual heritage of information culture created in
the historical process are on the agenda.
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