Volume 03 Issue 12-2023
284
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article is devoted to identifying the content of the components and personal determinants of life plans,
represented by the autonomous correlation of career, matrimonial plans and the personal growth plan of
graduate students in connection with their sexual differentiation. The substantive differences in the
leading motives, goals and means of the motivational and organizational component of the life plans of men
and women are considered; features of the emotional-evaluative component; differences in plan subjects
for men and women; differences in personal characteristics that determine the autonomy of female and
male life plans.
K
EYWORDS
Motivational-organizational, emotional-evaluative components of the life plan, subject of the life plan,
personal determinants of the autonomous relationship between career, matrimonial plans, personal
growth plan.
I
NTRODUCTION
The system of higher professional education at
the present stage of development of society is
undergoing significant changes. To successfully
implement innovations in new conditions, a
teacher must have the necessary level of
professional competence and professionalism.
The problem of studying the characteristics of
research and the formation of components of
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Research Article
PSYCHOLOGICAL COMPETENCE AS A DETERMINANT OF
PROFESSIONAL SUCCESS OF A HIGHER EDUCATION
TEACHER
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-48
Samarova Shoxista Rabidjanovna
Associate Professor Of The Department Of Psychology, Chirchik State Pedagogical University, Candidate Of
Psychology, Uzbekistan
Jumaeva Feruza Ruzievna
Scientific Supervisor, Candidate Of Pedagogical Sciences, Associate Professor, Uzbekistan
Volume 03 Issue 12-2023
285
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
professional competence of teachers is one of the
important scientific and practical problems. Of
primary importance in this direction is the
development of issues related to the development
of professionally significant qualities necessary
for a teacher to carry out professional activities.
In recent years, modern labor psychology has
been enriched with many theoretical studies of
professional competencies and professionally
significant qualities of a teacher. Theoretical and
methodological
problems
of
professional
pedagogical activity received serious coverage in
the works of I.V. Vachkova , A.B. Karpova, M.M.
Kashapova , B.F. Lomova, N.V. Nizhegorodtseva ,
V.I. Panova, Yu.K. Strelkova, L.Yu. Subbotina, M.V.
Chumakova, V.D. Shadrikova . N.P. pays special
attention to research on professionalism and
professional competence. Ansimova , T.G. Brazhe
, V.N. Vvedensky, N.V. Kuzmina, E.A. Klimov, A.K.
Markova, L.M. Mitina, V.E. Orel , Yu.P. Povarenkov
, N.S. Pryazhnikov R.V. Earnsteaks et al.
Professionalization acts as a specific form of labor
activity of an individual during the professional
stage of life, reflecting the process of his
socialization and accompanying personal
development.
Professionalization
as
a
psychological category reflects the process of
formation of specific types of work activity of an
individual based on the development and
structuring of a set of professionally oriented
characteristics that ensure the implementation of
the functions of cognition, communication and
regulation in specific types of activities and at
stages of the professional path.
The internal side of mastering a profession is the
formation of a psychological system of activity
based on the individual qualities of the subject of
activity
through
their
reorganization,
restructuring , based on the motives of activity,
goals and conditions.
Analysis of the state of the problem of
professional training of teachers, taking into
account modern requirements for professional
competence, study of work experience in this
direction allows us to state the successful solution
of many of the tasks. At the same time, for the
successful implementation of professional
activities, preschool teachers need a whole range
of professionally significant qualities, with
personal qualities playing a special role. The
problem of identifying these qualities and
studying the patterns of their development is
insufficiently studied.
The development strategy of the modern
education system dictates the need to revise
approaches to training future teachers. Serious
demands are placed on a modern teacher, which
require not only the presence of high academic
knowledge, but also the development of
professionally
important
qualities
and
psychological
competence
in
teaching.
Considering the high social significance of the
teaching profession, a condition for successful
professional activity will be a clear expression of
motivation to work with children, as well as
achieving high results in matters of training,
education and development of students.
Accordingly, one of the priority areas of training
future teachers is the formation of their
Volume 03 Issue 12-2023
286
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
psychological competence. Modernization of the
system of training future teachers is focused on
professional and personal development in
teaching activities and the creation of conditions
in which it occurs.
The results of an empirical study of psychological
readiness for professional activities of a teacher
are discussed from the perspective of factors of
psychological readiness, emotional-value attitude
and professional identity.
S.P. Sanina in her article “Formation of
professional readiness of students to organize
joint
educational
activities
of
junior
schoolchildren” analyzes approaches to the
problem of developing the professionally
important competence of primary school
teachers to build interaction with students and
students among themselves as a joint educational
activity. Particular attention in the article is paid
to the important aspect of how students master
the method of designing lessons.
In a joint article by E.V. Korotaeva and A.S.
Andryunina examines the experience of
educational activities with future teachers in the
format of interactive learning. The content of the
interactive approach is revealed, which is based
on the provisions of symbolic interactionism ,
which emphasizes not only unidirectional
contact, but also feedback. The positive results of
introducing an interactive approach in training
future teachers are demonstrated.
Achieving subject-specific educational results by
students is one of the most important tasks of a
teacher’s professional activity. In the article
“Psychological
and pedagogical techniques for
working on the mistakes of younger
schoolchildren when mastering mathematical
concepts” V.L. Sokolov presents the results of the
developed methodology for developing students’
initial ideas to scientific concepts, including
examining the causes of errors made by junior
schoolchildren when mastering mathematical
concepts, and describing methods for working on
errors.
A.A. Adaskina in her article examines the features
of preparing bachelors
—
future primary school
teachers
—
to teach literature using the system of
developmental education. The article presents
the reading attitudes of students, which
complicate the competent analysis of literary
texts and the competent teaching of literary
reading. The author analyzes the forms of work
within the framework of studying the
methodology of primary literary education,
associated with the formation of an attitude
towards teaching literature as a subject of the
aesthetic cycle.
One of the central tasks of pedagogical activity is
education aimed at achieving personal
educational results of students in educational and
extracurricular activities. In the article
“Educational activities as a resource for
preserving and strengthening the psychological
well-
being of junior schoolchildren” M.A. Egor
ova
and A.M. Terekhova analyzes the risks of
psychological well-being due to being in
unfavorable life circumstances, as well as the
negative
consequences
of
uncontrolled
digitalization of the environment. The advantages
Volume 03 Issue 12-2023
287
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
of a system-activity approach to organizing
educational work at school are presented.
N.P. Murzin and E.V. Cherdyntseva in her article
presents a solution to the problem of designing
means for assessing professional competencies of
future teachers of primary general education
according to the educational activity module of
the “Core of Higher Pedagogical Education”.
Prospects for further activities are outlined to
determine the levels of development of
competencies in the educational activity module
of future primary school teachers based on the
creation of competency -oriented professional
tasks.
An important professional competence of a
modern teacher is the ability to organize
educational activities for children with
disabilities. Article by M.V. Yenzhevskaya
contains an overview of the principles of
organizing the educational process for children
with disabilities. A competency-based model of
organizing the educational process in primary
school for students with disabilities is presented,
which allows us to exclude predictors and
triggers of microsocial exclusions .
The ability to organize joint educational activities
is a significant competency of a modern teacher.
In an article by a team of authors I.V. Voronkova,
M.D. Rastorgueva and M.O. Enukova presents the
features of communicative competencies,
educational motivation and emotional attitude to
learning of junior schoolchildren studying in
different didactic systems: in the Elkonin-
Davydov developmental education system and in
the traditional education system. The results of
the empirical study allow us to assert that the
developmental education system makes it
possible to the greatest extent to create
conditions for the development of the capabilities
of younger schoolchildren: problem situations
are created in the lessons, by engaging in which
children realize their needs for independent
acquisition of knowledge and in interaction with
both the teacher and their peers .
Taking this classification as a basis, we will make
some adjustments to it: we will consider design
and constructive skills as one group, since they
perform one common function - anticipating the
expected result. From communication skills, we
will separate information skills into a separate
group. The matter of communication, the transfer
of social experience to the younger generation is
so complex that it can be considered as an
independent phenomenon. The third group of
requirements for the personality of a future
teacher consists of problems of the development
of mental processes. The central problem of the
intellectual self-education of the future teacher is
the development of his qualities of pedagogical
thinking. At the same time, such thinking
procedures appear as the analysis of specific
pedagogical situations, the identification of
pedagogical problems in given specific
conditions, the development of options for
solving problems, etc. The teacher has to solve
problems of different types: strategic, tactical and
operational. The first of them are related to the
general prospects of educational and educational
work. The action of the second is limited in time,
Volume 03 Issue 12-2023
288
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
they are stage-by-stage. Still others are
momentary, arising in short-term situations.
However, no matter what problems the teacher
solves, he uses certain methods and skills, which
in turn represent specific mental actions
expressed in the categories of pedagogical
thinking. Changes in personality coincide with the
changes it makes in the outside world. Without
organizing conscious and active activities to
change the surrounding life for the better, it is
impossible to achieve genuine results in
education. The strategic thinking of a teacher
streamlines all his activities. The second level of
pedagogical thinking is characterized by the
teacher’s ability to materialize his pedagogical
ideas into unique technological designs. Without
the development of such structures and
technologies of the pedagogical process, the
teacher dooms his work to random success, and
most often to failure. It is too early to say that we
can quite satisfactorily develop the technology of
the pedagogical process. In practice, the teacher
does this to the extent that his intuition tells him.
Pedagogical science is indebted to the teacher and
in this regard, unfortunately, in pedagogical work
people often get down to business based on
common goals - slogans, without knowing what
means to achieve them, that is, they act by trial
and error. Pedagogical thinking at this tactical
level is manifested in the ability to develop
educational tasks or create educational
situations, draw up maps that can be used to
practice skills in students. No less important is the
third level -
the level of the teacher’s operational
thinking. He has his own difficulties. They are
determined by the infinite variety of specific
conditions of pedagogical activity; the teacher
needs both knowledge of the general laws of the
pedagogical process and the ability to apply these
laws to individual and particular phenomena. And
this precisely requires independent creative
thinking, manifested in the teacher’s ability to
achieve expedient achievements. In the
pedagogical process, nothing is repeated exactly,
nothing can be finally decided according to pre-
prepared instructions, although behind each
variant of a pedagogical act there is a certain
generalized pedagogical scheme. As you can see,
the content of intellectual self-education
necessarily includes the development of the
ability for pedagogical analysis and synthesis, the
development of such qualities of thinking as
criticality, independence, breadth, flexibility,
activity, efficiency, as well as the development of
observation, pedagogical memory and creative
imagination. Equally essential for pedagogical
activity are the emotional and volitional qualities
of the teacher’s personality, since the specificity
of pedagogical work is managing the activities of
other people and influencing the psyche of
another person. With all the differences in the
types of nervous system and temperament,
character and abilities, the teacher must be
distinguished by high emotional sensitivity to the
personality of another person and have a strong
morally educated will. However, we must keep in
mind that the emotional-volitional sphere is the
most individually diverse; it arises in a specific
situation, under the influence of specific
conditions and factors. Obviously, the task is to
ensure that both the feelings and will of the
teacher are formed, first of all, morally, so that
Volume 03 Issue 12-2023
289
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
284-289
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
they are in the power of consciousness,
determined by the social orientation of the
teacher’s personality, and therefore it
is
necessary that all feelings, and with them the
basic volitional qualities: purposefulness,
perseverance, discipline, patience and others, so
important in the work of a teacher, were a
constant object of self-improvement.
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