Volume 03 Issue 12-2023
262
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
262-268
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article examines and analyzes the role of practical training of students as a factor in the formation of
the pedagogical culture of the future teacher. The issue of personality culture, the mechanisms of its
formation, as well as the need to educate a comprehensively developed personality of the future teacher is
considered. As a form of professional training in higher education, practical training of students is based
on a scientific theoretical foundation, which allows for the fulfillment of theoretical and practical tasks of
professional training of a modern foreign language teacher. The article states that pedagogical practice in
the learning process can help future teachers determine the correct choice of field of activity.
K
EYWORDS
Teaching practice, pedagogical culture, teacher, English teacher, abilities, skills, knowledge.
I
NTRODUCTION
Formulation of the problem. Currently, a huge
number of studies are devoted to pedagogical
science, since the formation of an adequate,
comprehensively developed personality, the
general progress of human knowledge, and the
rise of the country’s culture and economy largely
depend on it. Socio-economic changes in the state,
the definition of a new strategy for the
development of the institution of higher
education have significantly increased the
requirements for the training of teachers and
teachers of a foreign language. Practical skills are
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Research Article
PEDAGOGICAL FEATURES OF FORMATION OF
COMMUNICATION CULTURE OF TEACHERS OF GENERAL
SECONDARY EDUCATION INSTITUTION
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-45
Nizomova Nodira Pakhrutdinovna
Head Of The Department Of Pedagogy And Psychology, Profi University, Uzbekistan
Volume 03 Issue 12-2023
263
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
12
Pages:
262-268
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
important in the professional development of a
future highly qualified specialist. Based on this,
we cannot help but note the important role and
significance of practical training in general and, in
particular, teaching practice, during which
philology students hone the skills and abilities
they need to master, and the pedagogical culture
of the future teacher is formed foreign language.
Today, it becomes obvious that it is necessary to
find new ways to optimally organize the practical
training of future teachers and foreign language
teachers, contributing to the development of their
professional competence and the formation of a
pedagogical culture. As a form of professional
training in higher education, practical training is
based on a scientific theoretical foundation,
which allows for the fulfillment of theoretical and
practical tasks of professional training of a
modern foreign language teacher.
Thanks to practical training in schools and higher
educational institutions, philology students can
determine how correctly they have chosen their
field of future activity, highlight the priority
personal qualities of a teacher, and become
convinced of how important it is for a modern
teacher to know perfectly the theory of the
discipline being taught and skillfully apply it in
practical work. Various aspects of organizing and
conducting teaching practice for students
studying foreign languages are reflected in the
scientific research of I. Arustamova , I. Bogdanov,
V. Evdokimova, I. Ermak, A. Yesanina , I. Efremov,
I. Lepetsinsky , V. Lozova, L. Zelensky, M. Zubkova,
E. Kin, I. Prokopenko, V. Stenkova , O.
Fortunatova, O. Khachirova . Consideration of
various issues about the pedagogical culture of
student trainees and teachers was carried out by:
B. Ananyev, O. Anisimova, A. Asmolov, A.
Barabanshchikov, E. Ilyenkov, I. Isaev, D. Karov, T.
Levashov, S. Mutsynov , V. Novitsky, V. Slastenin ,
V. Sokolova. Purpose of the article. The question
of the role of practical training as a factor in the
formation of the pedagogical culture of a future
foreign language teacher has not found sufficient
coverage in scientific research. As a result, the
purpose of the article is to determine the main
tasks of teaching practice within the framework
of the problem under study, to identify the need
for its implementation, to consider the essence of
the concept of “pedagogical culture”, to analyze
the role of teaching practice as a factor in the
formation of the pedagogical culture of a future
foreign language teacher. It seems important to
define the concept of practical training. Federal
Law dated 02.12.2019 N 403-FZ amended the
Federal Law “On Education in the Russian
Federation” and certain legislative acts of the
R
ussian Federation”, introducing the concept of
“practical training of students” as a form of
organizing educational activities when mastering
an educational program in conditions of students
fulfilling certain types of work related to future
professional activities and aimed at the
formation, consolidation, development of
practical skills and competence in the profile of
the relevant educational program. First of all,
teaching practice is the most important link in the
system of professional training of the future
educator, teacher, pedagogue. This is an organic
part of the educational process, carried out with
the aim of forming in students a holistic idea of
Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
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Pages:
262-268
SJIF
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
the educational complex of a modern educational
institution and the system of pedagogical
knowledge and skills for future practical work [1,
p. 29]. The modern system of higher education is
aimed at achieving a new quality of training
specialists that meet the requirements of the
country's economy and social development. The
recently increased need for highly qualified
teachers has increased the interest of
psychological and pedagogical science in studying
the personality of a teacher, the necessary
conditions and stages of his professional
development. And since the practical training of
students is included in the process of preparing a
graduate, it can be considered as one of the
important stages in the training of competent
specialists. Pedagogical practice is of vital
importance for philology students and therefore
has a serious moral and psychological impact on
them. This is a kind of real meeting of future
foreign language teachers with the corresponding
social environment and with various aspects of
their chosen specialty. Based on the direct
participation of students in the educational
process, pedagogical practice is aimed at
mastering by future foreign language teachers the
forms, methods, methods, techniques, tools of
work of a modern teacher, the latest technologies
for organizing training and education, aimed at
the practical solution of important didactic and
methodological problems, consolidation special
practical skills of pedagogical activity. An analysis
of pedagogical literature on the research topic [2,
3, 4] showed that during teaching practice, future
foreign language teachers: - study organizational
and methodological methods of functioning of
different parts of an educational institution; -
receive the necessary information about the work
of a modern foreign language teacher; - acquire
important information about the general system
of work of the practice base; - get acquainted with
educational and methodological literature; -
develop professional communication skills with
all participants in the educational process:
students, colleagues, parents; - study students
and the team as a whole; - take part in the current
educational work of the teacher and class teacher
as much as possible. The main objectives of the
pedagogical practice of students of higher
educational institutions are established by the
Regulations on the practice of students of higher
pedagogical
educational
institutions:
1.
Consolidation and deepening of the theoretical
and educational knowledge of students based on
“immersion” in the real pedagogical process. 2.
Consistent formation of psychological readiness
for work at school among students studying
foreign languages. 3. Systematic consolidation of
future foreign language teachers’ pedagogical
skills and practical skills in the specialty being
studied in educational institutions. 4. Constantly
stimulating the need of philology students for
continuous pedagogical self-education and self-
education. 5. Mandatory mastery of modern
scientific methods and forms of pedagogical
activity, new effective teaching technologies,
familiarization with best practices in the specialty
being mastered. 6. Formation of a creative
research approach to teaching activities,
acquisition of skills in analyzing the results of
one’s work [5, p. 137]. There are also a number of
specific regulatory documents in accordance with
Volume 03 Issue 12-2023
265
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
262-268
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
which the organization and conduct of teaching
practice
is
built.
These
include:
-
recommendations for industrial (pedagogical)
practice;
-
curricula
for
areas
of
training/specialties;
-
teaching
practice
programs. This or that attitude towards a
profession is created, as is known, by the
orientation of the individual, the motivational,
ideological and regulatory aspects of behavior
and consciousness. It should be noted that any
activity must be motivated. When undergoing
teaching practice, philology students form value
and motivated orientations for successful
professional activity. Thus, among the main
motives for the activities of future teachers,
foreign language teachers, we can highlight the
following: - professionally significant motives; -
socially significant motives. The former imply
unconditional love for children, for the chosen
profession, and assume the creative nature of the
work of a foreign language teacher. The second
includes the desire of philology students to gain
new knowledge, skills, abilities, and the desire to
be useful to society, realized in it. Also an
important aspect of practical training is the
mandatory stimulation and need to develop a
number of needs among future teachers and
foreign language teachers: - in communication
with students, teachers, parents of students; - in
mastering pedagogical and special knowledge,
skills and abilities; - in pedagogical research
work, - in professional pedagogical self-
education. It is also necessary to note the
versatility of the educational work of philology
students during their internship. In this case,
educational work includes communicating
educational and educational information to
students, explaining tasks, dividing various
assignments between students, involving
students in direct activities, competently
regulating relationships, resolving conflict
situations, coordinating the overall work of the
team, and much more. Improving the teaching
practice of philology students depends on how
and what content trainees select for lessons, what
teaching methods they use during classes, and
whether the forms of organizing students’
activities vary. In a number of cases, a philologist
student, using methodological developments and
recommendations, including materials from
educational and methodological complexes in
foreign languages, often incorrectly reflects their
theoretical essence, subjectively approaches the
implementation of fundamental principles, and
also does not widely involve methodological,
psychological, pedagogical, linguistic and other
related information, as this implies the creative
nature of his future profession. In this case, it is
advisable to talk about the need for timely
assistance to those undergoing teaching practice
from methodologists of higher educational
institutions and teachers of the school on the
basis of which teaching practice is carried out. In
modern conditions, a situation has developed that
is favorable to the creation of a holistic scientific
theory and methodology for preparing future
teachers for educational work in the process of
teaching practice. This is facilitated by the
extensive experience accumulated by the
country’s universities, as well as numerous
studies conducted by scientists. In our opinion,
the construction of an integral system of
Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
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Pages:
262-268
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
methodological assistance can be facilitated by
the study of individual pedagogical skills that
have their own characteristics and require their
own formation methodology in accordance with
the conditions of a specific stage of professional
training of a future foreign language teacher.
Studying the mass experience of organizing
teaching practice makes it possible, in addition to
positive aspects, to note a number of negative
ones that students who have chosen the
profession of teaching a foreign language
encounter.
Often,
shortcomings
in
the
construction of the educational process are the
cause of negative experiences of student interns
and their failures in managing the real
pedagogical process. A detailed consideration of
the problem allows one to attribute to these
negative aspects the insufficient involvement of
philology students in active forms of educational
and extracurricular work, since they contribute to
the formation and development of important
practical skills among future foreign language
teachers. Currently, in higher educational
institutions one can observe a clearly insufficient
relationship and consistency in the study of the
cycle
of
philological,
pedagogical,
and
psychological disciplines, which is another
obvious drawback. A. Guba outlined certain ways
to solve this problem. He proposes a more in-
depth, detailed study of the existing experience in
teaching philological and pedagogical disciplines
and introducing a number of significant changes
to the actual curriculum of the country’s
pedagogical higher educational institutions that
graduate foreign language teachers [5, p. 191]. Let
us note that the concepts of “teaching practice”
and “teaching skill” are closely related.
Professionally important qualities of a teacher’s
personality in students are formed in the
conditions of their inclusion in teaching activities,
the initial stage of which is the practical training
of students. It seems appropriate to consider
teaching practice as a type of educational and
professional activity aimed at updating the self-
development of professional competence among
philology students and the formation of a
pedagogical culture. The study showed that the
most important prerequisite for successful
internship is the pedagogical culture of the
trainee, the future foreign language teacher.
Improving the culture of a teacher trainee during
his professional training makes it possible to
solve a number of significant problems that have
arisen in recent years as a result of changing ideas
about new priorities of education and upbringing.
The pedagogical culture of a teacher is a general
characteristic of his personality, which reflects
the ability to successfully carry out educational
activities. Without such a culture, teaching
practice turns out to be paralyzed and ineffective.
During the scientific search and study of
pedagogical literature [5, 6, 7], it was found that
the concept of “pedagogical culture” is not
generally accepted and does not have a fixed,
generally accepted scientific definition. Many
researchers interpret it differently. However,
while covering certain essential aspects of
pedagogical culture, some definitions do not
affect other, no less important points. Let us list
several approaches to defining the essence of the
concept of “pedagogical culture”. Thus, a number
of teachers present it as part of universal human
Volume 03 Issue 12-2023
267
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
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Pages:
262-268
SJIF
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MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
culture, in which spiritual and material values, as
well as methods of creative pedagogical activity
necessary for a person to serve the historical
process of generational change and socialization
(growing up and formation) of the individual, are
imprinted to the greatest extent. Others see in it
an essential characteristic of a holistic
personality, capable of dialogue between cultures
on an individual and personal level. Still others
understand it as a dynamic system of pedagogical
values, methods of activity and professional
behavior, the components of which are:
pedagogical position and personal qualities,
professional knowledge and culture of
pedagogical thinking, professional skills and
creative nature of pedagogical activity, self-
regulation of the individual and culture of
professional behavior. We find it interesting to
define the concept of “pedagogical culture” given
by V. Slastyonin , who understood the pedagogical
culture of a teacher as the totality of a high level
of development and improvement of all
components of pedagogical activity and the same
level of development and implementation of the
teacher’s essential personal strengths, his
abilities and capabilities [5, With. 138]. V.
Slastyonin identified the main components of a
teacher’s professional pedagogical culture, to
which he included: - an axiological component; -
technological component; -personal and creative
component. According to the teacher, the
axiological component is formed by a set of
pedagogical values created by humanity and
uniquely included in the holistic pedagogical
process at the present stage of development of
education. The technological component includes
the methods and techniques of the teacher’s
pedagogical activity. The personal-creative
component reveals the mechanism of mastering it
and its implementation as a creative act [5, p.
167
–
168]. A number of other researchers
highlight such components of a teacher’s
pedagogical culture as: - a clearly expressed
stable pedagogical orientation of interests and
needs; - harmonious mental, moral and aesthetic
development; - installation on constant self-
improvement; - culture of behavior and
communication, pedagogical tact; - personal
independence of the teacher; - general
pedagogical erudition and competence; -
friendliness, sociability and passion for work; -
pedagogical skill. Pedagogical skill is the most
important and structure-forming component of
pedagogical culture. It is expressed in stable
psychological and pedagogical knowledge,
pedagogical exactingness and pedagogical tact of
the teacher and educator. Speaking about the
personal independence of the future teacher, it
should be noted that the most important
personality qualities in the initial period of
professional development of a student of
philology are: - interactive (promoting optimal
subject-subject pedagogical interaction with
students); - perceptual (contributing to the
teacher’s knowledge of the student’s personality);
- communicative (promoting optimal reception
and transmission of information for organizing
productive
pedagogical
communication).
Conclusions. Thus, it is practical training that is
one of the factors in the formation of the
pedagogical culture of the future foreign language
teacher, and also helps to realistically evaluate
Volume 03 Issue 12-2023
268
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
262-268
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
the knowledge, skills and abilities acquired by the
student
theoretically
in
psychological,
pedagogical and philological disciplines and
private methods, and allows us to identify the
actual inclination of students to pedagogical
activity. The article does not cover all aspects of
the problem under consideration. Further in-
depth study requires questions related to the
methodology
of
practical
training,
the
motivational component of students' practical
activities, the definition of the functions of a
teacher's pedagogical culture, and the stages of its
formation. The study of these issues determines
the prospects for further research.
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М.: Просвещение, 1990. –
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Аверина, Т. А. Педагогическая практика:
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