Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Study of the structure, principles, and foreign experiences
of professional competence in the professional training of
future English teachers
Zebo BOTIROVA
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
10 August 2024
Accepted 25 August 2024
Available online
25 September 2024
This article examines the structure and principles of
developing professional competence in the training of future
English teachers, drawing on both local and international
experiences. It highlights the importance of integrating
theoretical knowledge with practical skills and explores
innovative pedagogical strategies used globally. The findings aim
to inform curriculum development and improve the quality of
teacher education programs.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
professional competence,
teacher training,
English education,
pedagogical strategies,
curriculum development,
international experiences,
theoretical knowledge,
practical skills.
Bo’lajak ingliz tili o’qituvchilari kasbiy tayyorgarligida
kasbiy kompetensiya tuzilmasi, prinsiplari va xorijiy
tajribalar tadqiqi
ANNOTATSIYA
Kalit so‘zlar
:
kasbiy kompetentsiya,
o'qituvchilar tayyorlash,
ingliz tili ta'limi,
pedagogik strategiyalar,
o'quv dasturlarini ishlab
chiqish,
xalqaro tajribalar,
nazariy bilimlar,
amaliy ko'nikmalar
to‘qimachilik,
kon sanoati.
Ushbu maqolada mahalliy va xalqaro tajribalarga asoslanib,
bo'lajak ingliz tili o'qituvchilarini tayyorlashda kasbiy
kompetentsiyaning tuzilishi va tamoyillari ko'rib chiqiladi. Bu
nazariy bilimlarni amaliy ko'nikmalar bilan birlashtirish
muhimligini ta'kidlaydi va butun dunyoda qo'llaniladigan
innovatsion pedagogik strategiyalarni o'rganadi. Olingan
ma’lumotlar o'quv dasturlarini ishlab chiqish va o'qituvchilarni
o'qitish dasturlarining sifatini oshirishga qaratilgan.
1
PhD, Associate Professor, Namangan State University. E-mail: ziziko_90@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
366
Исследование
структуры
профессиональной
компетенции, принципов и зарубежного опыта в
профессиональной подготовке будущих учителей
английского языка
АННОТАЦИЯ
Ключевые слова:
профессиональная
компетентность,
подготовка учителей,
английское образование,
педагогические стратегии,
разработка учебных
программ,
международный опыт,
теоретические знания,
практические навыки
.
В этой статье рассматриваются структура и принципы
развития профессиональной компетентности в подготовке
будущих учителей английского языка, с опорой на местный и
международный опыт. Подчеркивается важность интеграции
теоретических знаний с практическими навыками, а также
изучаются инновационные педагогические стратегии,
используемые по всему миру. Результаты исследования
направлены на содействие разработке учебных программ и
повышение качества программ педагогического образования.
INTRODUCTION
The professional training of future English teachers is a critical component of
educational systems worldwide. As globalization intensifies and the demand for proficient
English speakers increases, the role of English teachers continues to evolve. Consequently,
there is an urgent need to explore the structures and principles that underpin the
professional competence required for effective teaching.
Professional competence encompasses a broad range of skills, knowledge, and
attitudes that enable educators to facilitate learning effectively. It is shaped by theoretical
frameworks, pedagogical practices, and the socio-cultural context of education. In this
context, understanding the structure of professional competence is crucial for designing
effective teacher training programs.[4]
Internationally, various models and frameworks elucidate the characteristics of
professional competence. Countries like Finland and Singapore, for example, have gained
recognition for their innovative approaches to teacher education. By examining these
international experiences, we can identify best practices and strategies that may be
adapted to enhance local teacher training programs.
This article aims to clarify the structural components of professional competence in
English teacher training and explore the principles guiding effective pedagogical practices.
Through a comprehensive literature review and analysis of international experiences, we
offer insights into how these principles can improve the professional preparation of future
educators.
RESEARCH METHODS
This study employs a qualitative research methodology, incorporating a literature
review and comparative analysis of international teacher training frameworks. Data were
collected from scholarly articles, educational reports, and case studies from countries
renowned for their successful teacher education systems. The analysis focuses on
identifying common themes, principles, and practices that contribute to the development
of professional competence among English teachers.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
367
RESEARCH OBJECTIVES
−
to define the structural components of professional competence in English
teacher training;
−
to analyze the principles that underlie effective pedagogical practices;
−
to examine foreign experiences and their applicability to local contexts;
−
to provide recommendations for enhancing professional training programs for
future English teachers.
LITERATURE REVIEW
The literature on professional competence in teacher education highlights several
key components. According to Tardif and Lessard (2014), professional competence
consists of knowledge, skills, and dispositions that enable teachers to effectively facilitate
student learning. Furthermore, Korthagen (2017) emphasizes the importance of reflective
practice, arguing that teachers must continually evaluate and adapt their teaching
strategies to meet the diverse needs of their students.
Internationally, models such as the Framework for 21st Century Learning
(Partnership for 21st Century Skills, 2019) advocate for the integration of critical thinking,
communication, collaboration, and creativity into teacher training programs. Countries
like Finland emphasize the importance of research-based practices and holistic
approaches to teacher education, allowing for greater flexibility and adaptation in
pedagogical strategies.
RESULTS AND DISCUSSIONS
The analysis reveals that effective professional competence in English teacher
training is multi-faceted, comprising cognitive, emotional, and social dimensions. Key
findings indicate that successful teacher education programs prioritize:[5]
a.
Integrated Curriculum:
Programs that blend theoretical knowledge with
practical application enable future teachers to develop a deeper understanding of their
subject matter.
b.
Reflective Practice:
Encouraging self-reflection fosters continuous
improvement and adaptability in teaching methods, ultimately benefiting student
outcomes.
c.
Collaboration:
International experiences underscore the value of collaborative
learning among teacher candidates, promoting shared knowledge and best practices.
d.
Cultural Relevance:
Tailoring teacher training to the socio-cultural context
enhances the relevance and effectiveness of pedagogical approaches.
These principles, drawn from both local and international contexts, can significantly
enhance the professional training of future English teachers.
CONCLUSION
In conclusion, the professional competence of future English teachers is crucial for
effective teaching and learning. By understanding its structure and underlying principles,
teacher education programs can be significantly improved. The integration of theoretical
knowledge with practical experience, reflective practice, and collaboration are essential
components that should be prioritized. Drawing on successful foreign experiences offers
valuable insights into innovative pedagogical practices. As educational systems continue
to evolve, it is imperative to adapt and refine teacher training programs to ensure they
meet the demands of contemporary education. Future research should focus on
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
368
longitudinal studies that assess the impact of these changes on teacher effectiveness and
student achievement.
REFERENCES:
1. Korthagen, F. A. J. (2017). Creating Reflections in Teacher Education. Amsterdam:
Routledge.
2. Partnership for 21st Century Skills. (2019). Framework for 21st Century
Learning.
3. Tardif, M., & Lessard, C. (2014). Teaching as a Profession: A Global Perspective.
Paris: UNESCO.
4.
Kizi, B. Z. X. (2023). Role of digital technologies in education. Строительство и
образование, 3(5), 28
-34.
5. Botirova, Z. (2023).
BO’LAJAK CHET TIL O’QITUVCHILARINING KASBIY
KOMPETENSIYASINI RAQAMLI TA’LIM TEXNOLOGIYALARI ASOSIDA RIVOJLANTIRISH
.
Namangan davlat universiteti Ilmiy axborotnomasi, (11), 597-606.
