Volume 03 Issue 11-2023
138
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article describes the pedagogical model of improving the professional skills of a military education
teacher in the context of a changing educational paradigm. Improving the professional skills of a military
education teacher within the context of a changing educational paradigm involves a comprehensive and
adaptive pedagogical model. The model should address both the evolving nature of military education and
the broader shifts in educational approaches.
K
EYWORDS
Professional skills, teacher, military education, pedagogical and psychological research.
I
NTRODUCTION
In today's changing world, the emergence of
modern forms and methods of ensuring peace,
strengthening the army of each country,
educating young people in the spirit of love for the
motherland, and carrying out military actions for
them requires the theory of military-professional
activities from teachers of military education. and
bridging the gap between practice is becoming
important.
Optimization of the military education system, its
integration into the state educational space
requires the introduction of national curricula
and the implementation of a competency-based
approach to the training of future military
Journal
Website:
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Copyright:
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Research Article
A PEDAGOGICAL MODEL OF IMPROVING THE PROFESSIONAL
SKILLS OF A MILITARY EDUCATION TEACHER IN THE
CONTEXT OF A CHANGING EDUCATIONAL PARADIGM
Submission Date:
November 05, 2023,
Accepted Date:
November 10, 2023,
Published Date:
November 15, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-11-23
Samadov Abdulaziz Ashurovich
Bukhara State Pedagogical Institute, Teacher Of The Faculty Of Military Education, Uzbekistan
Volume 03 Issue 11-2023
139
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
education teachers, as well as the development of
new mechanisms of military education.
The analysis of current problems in the field of
military education showed that about 40 percent
of graduates of military higher educational
institutions face difficulties in teaching.
The issue of pedagogical support of personal and
professional competence in the study of the
problem of increasing the effectiveness of the
educational process of the military higher
educational institution reveals more broadly the
sum of personal and professional qualities
determined by the needs of future teachers.
One of the advantages of a highly developed
country is related to its human potential, which is
largely determined by the quality of education.
"Education is the priority of the state" in the
theology in the field of education. "The future of
every person, every family, and the whole country
depends on it," it was emphasized.
Revising the structure, content and technologies
of implementing military education programs,
forming a continuous system of higher education
is a priority. Curricula should be transparent,
flexible with different study periods.
Improving the content, quality and technology of
education should be ensured by:
introduction of state educational standards of
higher professional education based on a
competency-based approach;
development
of
continuous
professional
education models that provide each person with
the opportunity to form an individual educational
trajectory for further formation of professional
competence;
a new list of educational directions (specialties)
developed on the basis of a qualification approach
for the purpose of forming educational programs
and the relevant state educational standards of
higher vocational education (state educational
standards of higher vocational education)
introduction. in accordance with the socio-
economic needs of the labor market and the
education quality assessment system;
introduction of new educational technologies and
principles of educational process organization,
ensuring its effective implementation, including
the
use
of
modern
information
and
communication technologies;
implementing a system of measures to increase
the competitiveness of higher professional
education in the international market of
educational services.
At the same time, the problems of modernization
of education have not been solved today:
the inertia of the higher professional education
system (increasing the gap between the quality of
education and the demands placed on it by
employers, as a result of which university
graduates are not employed);
lack of a mechanism for the participation of
employers in solving issues related to the
implementation of higher professional education;
Volume 03 Issue 11-2023
140
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
weak integration of higher professional
education with research and practical activities,
which leads to the fact that education does not
meet the modern requirements of ensuring
competitiveness in the world market of
educational services;
the principle of "lifelong education" is
insufficiently implemented, which does not allow
to train qualified specialists who can provide
high-quality content of the educational process
and work using innovative educational
technologies.
Optimizing military education and the quality of
training of military specialists are also becoming
a priority today.
Thus, it is necessary to accelerate the
development of the professional skills of the
military education teacher, combining the
achievements of innovative science.
Improving the content, quality and technology of
education should be ensured by:
introduction of state educational standards of
higher professional education based on a
competency-based approach;
development
of
continuous
professional
education models that provide each person with
the opportunity to form an individual educational
trajectory for further formation of professional
competence;
Modeling the pedagogical process aimed at
purposefully creating a system of important
qualities in military education teachers,
distinguishing the structural-functional and
operational characteristics of future military
education
teachers,
describing
effective
components, communication and relations
between them in the dynamics of their personal
and allows to imagine the process of formation of
professional competences.
The model is a simplified objective-subjective
analogue of the prototype, and the results of its
creation depend significantly on the used
conceptual framework. Therefore, it is
appropriate to consider a set of interrelated ideas
that reflect the general understanding of the
designed model, using the connections that
actually exist in the modeled object.
Pedagogical model should be flexible, dynamic,
able to change, reconstruct, complicate or
simplify in the process of implementation. It
should be taken into account that it is impossible
to create a copy model of the pedagogical process,
because pedagogical activity is a creative process
of complex interaction between teachers and
students. Consequently, a model is an idealized
object, a certain type of prototype. It reflects the
main events and processes, avoids excessive
details. It also makes it possible to make an object
of any complexity open to careful research, which,
while creating them, helps the teacher of a
military university to adequately consider the
sources and methods of setting didactic goals.
relations with cadets, evaluation of the obtained
results in accordance with the requirements for
the training of future officers.
Volume 03 Issue 11-2023
141
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
As for the specific features of improving the
professional skills of military education teachers,
the model of formation of personal and
professional competence is considered the main
structural element of pedagogical support of
personal and professional competence of future
officers in military education.
Thus, the developed model of formation of
professional competence of a military education
teacher is considered as a theoretical and
methodological basis for pedagogical support of
personal and professional competences of
military university graduates.
Implementation of the model of formation of
personal and professional competence of future
officers of the military higher educational
institution, what competencies future military
education
teachers
should
have,
what
professional functions they should be ready to
perform, personal and professional allows you to
determine the level of skill.
The following principles were taken into account
during the development of the model for the
development of the professional competence of
the military education teacher:
differentiated and individual approach to training
and education of teachers;
awareness, activity and motivation of graduates;
scientific of education and training;
practical direction in the training of military
education teachers;
systematicity
and
consistency
in
the
organization of the educational process, multi-
level educational tasks;
the unity of education and upbringing.
The model consists of two blocks: structural-
functional and operational-effective.
The
structural-functional
block
includes:
components of personal and professional
competence - competences (social-personal,
collective
(management),
principles
of
competence development, targeted pedagogical
program for the development of competences of
future military education teachers (goal and
tasks, didactic tools), pedagogical conditions,
theories, concepts used in the development of
competencies of military graduates.
The components of the operational-effective
block are as follows: measurement complex, taxo-
indicators for evaluating competencies, levels of
competencies.
The model of professional skill development of
military education teachers reveals the process
and result of their training, which is represented
by a systematic quality - personal and
professional competence, which ensures the
readiness and ability of the future military
education teacher for successful professional
activity.
It should be noted that the model of professional
development of military education teacher is, on
the one hand, the result of a systematic design of
the professional development of a graduate.
Volume 03 Issue 11-2023
142
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
The educational process implemented in the
pedagogical model of the professional skill
development of the military education teacher is
determined by a comprehensive set of forms,
methods and tools as components of the
mechanism of its implementation.
Forms, methods, educational tools, preparation of
educational materials, development of materials
for current and final assessment, correction of
educational results are determined by the
competences being developed.
In order to implement the model of developing
the professional skills of the military education
teacher, it is important to develop a targeted
pedagogical program for the formation of future
competencies in the educational process of
military education.
The
targeted
pedagogical
program
is
characterized by:
optimal construction and implementation of the
educational process that guarantees the
achievement of didactic goals;
dividing the process of developing the
professional skills of a military education teacher
into stages in a logical relationship;
technological efficiency of implementation, which
is an indispensable condition for achieving results
in accordance with the set goals.
It meets the following requirements:
focusing on increasing the knowledge activity of
the future military education teacher, the higher
educational institution of military education
implements the processes of training and
personal development of cadets in accordance
with the goals and tasks of the educational
process;
takes into account the personal characteristics of
the military education teacher and the
characteristics of their interactions in the group;
combines theoretical and practical components of
the educational process for the most effective
development of the personal and professional
competence of the future military education
teacher;
provides a military-professional direction of the
educational process.
Thus, the targeted pedagogical program is
considered as a set of consistent, interconnected
pedagogical actions that instrumentally ensure
the guaranteed achievement of the predicted
result in the pedagogical conditions created in our
research.
It should be noted that the project method allows
to improve the professional skills of military
education teachers that develop in their activities:
teamwork, decision-making, setting tasks,
designing problem-solving activities. At the same
time, teachers act as active participants in the
educational process.
The planned activities of pre-service military
education teachers allow for the creation of
prospective programs for the development of
Volume 03 Issue 11-2023
143
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
their professional skills, as well as programs for
personal self-improvement.
The teacher of military education solves a number
of actual problems in the educational process in
the development of his professional skills using
radically new methods. Taking into account the
characteristics of modern military education at all
levels, which are characterized by large-scale
innovative processes, it is necessary for teachers
to comprehensively master the basics of design
activities.
Thus, we can distinguish the following activities
in designing the pedagogical activity of a military
education teacher:
identification and conceptualization of problems
is based on identification and analysis of
problems of military professional training by the
teacher and modeling of different levels of skill
development among cadets;
programming and planning include setting goals
for the development of structural competencies of
cadets, dividing the planned goals into separate
tasks;
design consists in justifying the principles of
selection and completion of the content of
educational science and technology;
the educational process of the military university
in accordance with the planned goals of
professional activity;
reflexive analysis consists in understanding the
professional activity of the teacher, as well as the
activity and personal development of the
trainees.
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International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
138-144
SJIF
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MPACT
FACTOR
(2021:
5.478
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(2022:
5.636
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