Volume 02 Issue 11-2022
67
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
67-75
SJIF
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(2021:
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(2022:
5.
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1121105677
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IF
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ABSTRACT
This article discusses what pedagogical skills are needed to give high quality education and the ways of how to become
a pedagogically skill ful teacher.
KEYWORDS
Pedagogical skill, pedagogue, pedagogical knowledge, pedagogical technique, pedagogical activities, personality of a
pedagogue, pedagogical culture, pedagogical environment, creativity, speech culture.
INTRODUCTION
If the professional skills program of the pedagogue is
looked at practically, then its integral quality - the
teacher's skills - will be in the first place. Despite the
fact that there are so many definitions of pedagogical
skill, some aspects of the skill are definitely expressed
in them.
Mastery is a high and ever-evolving art of training and
teaching. A pedagogue is a master of his work, an in-
depth knowledge of his subject, well-acquainted with
relevant fields of science and art, a good
understanding of general and youth psychology in
practice, a comprehensive knowledge of teaching and
upbringing methodology, and a highly cultured person.
Research Article
PEDAGOGICAL SKILLS AND WAYS
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 22, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-12
Karimova Gulchekhra Isakovna
Head Of The Department Of Pre-School, Primary And Special Education Methods Of The National Center For
Teaching New Methods To Pedagogues, Namangan Region, Uzbekistan
Eraliev Khalimjon Alimbekovich
Deputy Director Of Education And Methodological Affairs, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
68
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
67-75
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
There are two different understandings of teacher
skills in pedagogical theory. The first one is related to
the understanding of pedagogical work, and the
second one is that the personality of the pedagogue
plays a key role in education.
To acquire a skill, it is necessary to know and be able to
do many things. It is necessary to know the principles
and laws of education and its founders. In order to use
effective technologies in the educational process and
its organizers, it is necessary to know very well how to
correctly select, diagnose, anticipate and design the
given level and quality process for each specific case. "I
became a real master only when I could say ``come to
the top'' in 15-20 different ways, and I was able to
express my appearance and voice in 20 ways," says the
great pedagogue A.S. Makarenko.
Pedagogical skill is a set of pedagogical qualities of a
person and ensuring effective organization of
professional pedagogical activity by the teacher, which
means that the pedagogue has reached the highest
level of activity skill. The teaching profession is very
individual by its nature. The important life role of every
teacher is to be a master of his work.
The teacher's skills are visible in his work. First of all,
the teacher must have a good understanding of the
laws and mechanisms of the pedagogical process. In
this sense, the general skills of the pedagogue and his
pedagogical technique are of great importance. But
skill is a special power. It is not possible to be a Master
at a higher or lower level. Mastery may or may not be
attained. A real master is beautiful only when he is
working.
Pedagogical skills are achieved with certain personal
qualities of the teacher. Pedagogical skill represents
the development of high-level pedagogical activity,
acquisition of pedagogical techniques, as well as the
personality of the pedagogue, his experience, civil and
professional status. "Pedagogical skill" as a category
has its own scientific basis. In the work of different
researchers, the use of different concepts to describe
the same phenomenon has different meanings and
aspects of content.
The lack of a single, recognized definition of
pedagogical skill in the works of various authors is the
basis for concluding that it is a living process of
research. The diversity of concepts and opinions
indicates the complexity and versatility of this
phenomenon. All definitions emphasize the individual
and thus reflect the social nature of pedagogical skills.
I.A. Zyazyun and NA. Lebedniks proved the
interdependence of social maturity and professional
skills of a person.
The skill is acquired by students in stages depending on
their level of social maturity. The components of social
maturity have the following ratio with the component
of pedagogical skills. The social maturity components
of the future pedagogue include:
* social self-determination - manifestation of one's
pedagogical abilities and beliefs;
* social activity - improving the experience of working
with people and educating others;
* social responsibility - knowledge that becomes a
teacher's knowledge.
Pedagogical skill components N.V. Kuzmina, V.A.
Slastenin,
I.A.Zyazyun,
V.I.Zagvyazinsky,
G.I.Khozyainov,
T.F.Kuzina,
A.I.Myashenko,
N.P.Lebednik, T.Noyner, Yu.K.Babansky, N.V. Kukharev
were studied in the researches. They defined the main
directions of pedagogical skills in a certain logical
consistency.
Pedagogical
skill
bases
include:
professional pedagogical knowledge, orientation to
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Publisher:
Oscar Publishing Services
Servi
humanism, pedagogical technique, experience of
professional pedagogical activities, personality of a
pedagogue.
To the stages of skill formation:
* reproductive (primary),
* includes creativity, creativity and innovation.
Pedagogical skill levels are a continuation of the
teacher's job level:
* reproductive (extremely low);
* flexible (low);
* local (limited)- modeling (moderately satisfactory).
Pedagogical skill components reflect professional
activity in terms of skills necessary to perform
professional tasks. The following qualification groups
that form pedagogical skills components are
distinguished:
* designing;
* construction;
* organization;
* communication;
* cognition and reflexivity.
In recent years, new approaches to the category of
pedagogical skills have appeared. There has also been
some deviation from the traditional explanations of
pedagogical skills (I.A. Zyazyun, N.V. Kuzmina,
VASIAstenin). The Saint-Petersburg school of
pedagogic researchers describes pedagogy as a special
state of a person - that is, pedagogy, which is a special
field of working with people in a broad sense. The basis
of pedagogical skill is pedagogical knowledge.
Pedagogical
knowledge
means
an
integral
professional-personal description determined by the
ability and readiness to perform the pedagogical task
in accordance with the norms (norms), standards and
requirements adopted in a specific historical period.
Pedagogical knowledge implies the ability of a person
working skillfully in the field of education to rationally
use all the experiences accumulated by humanity in the
work of education and upbringing, so he should
acquire appropriate methods and forms of
pedagogical activities and relations to a sufficient
extent. The main indicator of professional-pedagogical
knowledge is orientation to the person.
Professional-pedagogical knowledge includes the
ability to consistently perceive pedagogical reality and
act consistently in it. This feature provides an
opportunity to see the logic of the pedagogical process
as a whole and together with the entire structure, to
understand the laws and directions of the
development of the pedagogical system, and to
facilitate the construction of appropriate activities.
Knowledge requires the acquisition of modern
pedagogical technologies associated with three
situations that are extremely important for a teacher:
* to interact with people, to be in cultural
communication;
* to be able to receive information in the field of
science and process it according to the teaching
content and use it for independent study;
* to be able to give educational information to others.
Professional-pedagogical
knowledge
is
mainly
characterized by four components:
* orientation to the person, the person;
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* consistent perception of pedagogical reality;
* direction in the field of science;
* acquisition of pedagogical technologies.
In current educational conditions, professional-
pedagogical knowledge is supplemented by three
more components:
* knowledge, in general, the ability to organize one's
activities on the basis of experiences developed at the
level of world pedagogical culture and to be able to
integrate into it and the pedagogy of our country;
* (the ability to effectively interact with peer
experience and innovative experiences;
* is manifested in the ability to summarize one's own
experiences and give them to others.
Professional knowledge of a teacher is characterized
by creativity. Creativity is the desire and competence to
create a new pedagogical reality at the level of goals,
content, technologies, a way of professional life, a
multifaceted educational process and system.
Creativity helps the teacher to adapt to the flow of
innovative changes. A professional scholar at any level
is capable of pedagogical reflection. Reflection is a
special way of thinking, which is a review of
pedagogical reality, historical-pedagogical experience,
and one's own personality as the bearer of a certain
professional position. All the above components of
professional-pedagogical knowledge form a complex
structure, form the "ideal model" of a specialist, and
finally become closely united and determine the
description of the activity of a teacher.
Knowledge is manifested and evaluated only in the
course of activity and only within the framework of a
specific profession. The term pedagogical culture is
usually used to evaluate the teacher's activity in the
pedagogical environment. Pedagogical culture is
connected with the individual content of professional
activity. Pedagogical knowledge ensures that the
teacher achieves high results. Pedagogical culture
gives an aesthetic form to activities and relationships.
Pedagogical activity serves as a factor in the analysis of
the concept of pedagogical culture. Pedagogical
culture is a manifestation of culture in general. Culture
means a social phenomenon that covers all the actions
of the subject in the process of mastering the objects
of the world as a process and result. Culture unites all
phenomena created by man, as well as by what tools
and methods. Pedagogical culture, as in culture in
general,
has
subject-product
and
technical-
technological aspects. Pedagogical culture has a
number of system-forming elements.
Pedagogical design culture. It is the ability to correctly
choose the goal, determine the tasks, plan the stages
of their solution, and choose the necessary weapons,
comparing the objective possibilities with the demands
and wishes. Demonstrating a culture of design is also
the ability to be creative, that is, to create
extraordinary new things, to go beyond the
boundaries of established norms and patterns.
Knowledge culture. It means the diversity of
pedagogical knowledge and the acquisition of this
knowledge by the pedagogue.
Worldview culture. In most cases, its level is
determined by the process and results of the
interaction between the pedagogue and the teacher.
The existence of different types of worldviews, in
particular, spontaneous, systematic, scientific and
mystical, irrational, optimistic and pessimistic,
dogmatic and critical, religious, atheistic, rational and
pedagogical activity subject also requires that there
are several models. Worldview culture is formed during
Volume 02 Issue 11-2022
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VOLUME
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OCLC
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Publisher:
Oscar Publishing Services
Servi
acquaintance with elements of spiritual culture such as
science, philosophy, religion.
Another element of pedagogical culture is the culture
of thinking. The culture of thinking arises in the course
of everyday life both in ordinary means and in special
means (which includes the study of formal logic).
Feeling culture. It is the result of the wide harmony of
people's
higher
experiences,
without
which
communication in the pedagogical process is
impossible.
Evaluative culture is the ability to make qualified
judgments of moral, aesthetic, political, legal, religious
or philosophical nature on one or another cause and
phenomenon.
Communicative culture is the most important
component of pedagogical culture, and it covers the
culture of the pedagogue's communication with
students, parents and persons occupying leadership or
subordinate positions, as well as with all people
outside the scope of pedagogical work.
Organizational culture is also included in the system of
pedagogical culture and it provides an opportunity to
organize the teaching and upbringing process at
different levels of the pedagogical framework (in
society, educational institutions, children's groups).
2. Components of pedagogical skills.
The components of pedagogical skills include:
* The ability to know the development of life content
that is relevant for every student, the student's ability
to act in this stage of development, the opening and
realization of his life path, with what knowledge the
teacher can help him;
* the ability of some teachers to "see" a group of
students (audience, etc.) in the process of its
development and acquisition of content as a
sympathetic organism, which is considered an
integration of the content and cross-section of
development;
* the ability to perceive the integral content and
integral development section;
* high awareness of one's organism. The ability to
distinguish the real information necessary for the
audience, the student in terms of their desires,
motives, preferences;
* distortion of perception from various disorder
situations that arise as a result of personal
characteristics;
* management with a high sense of the means of the
possibilities of subtle differentiation of their senses;
* a wide management repertoire, various management
methods, mastering "weapons" of information
ransfer: voice, gestures, facial expressions, etc.;
* a wide collection of professional methods and
methods;
* mastering the methodology.
3. Pedagogical ability
The professional activity of a teacher requires
extraordinary general and special abilities. The success
of professional-pedagogical activities depends on
individual pedagogical skills. The following groups of
pedagogical skills are distinguished:
* sensitivity to the object (student);
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* Communicativeness - approach to people,
benevolence, politeness;
* perceptive abilities - professional maturity, empathy,
pedagogical feeling;
* personality dynamics - the ability to influence the will
and logical persuasion;
* emotional stability - self-control;
* creativity - ability to work creatively.
The pedagogue's special abilities include the activity of
acquiring knowledge, skills and abilities, and the ability
to educate a person. Teaching, learning and teaching
skills include:
* the ability to see and feel the student's
understanding and to establish the level and nature of
such understanding;
* the ability to independently select educational
material and determine effective methods and
methods of teaching;
* the ability to adequately describe the material and
ensure its comprehensibility to all students;
* the ability to organize the teaching process taking
into account the individuality of students;
* the ability to use pedagogical technologies in the
teaching process;
* the ability to organize the development of students
in large steps;
* the ability to improve his pedagogical skills;
* the ability to share his experience with others;
* the ability to learn and improve independently.
Pedagogical skills focused on the pedagogical process
include:
* the ability to correctly assess the internal state of
another person, to sympathize with him, to empathize
with him (the ability to empathize);
* the ability to be a model for analysis;
* the ability to take into account individual
characteristics in the process of education;
* the ability to find the appropriate communication
style and place, to agree;
* the ability to gain respect, that is, to gain authority
among students.
Pedagogical communication skills stand out among
pedagogical skills. Communicative ability is the ability
to communicate in a unique way within the framework
of pedagogical interactions. In the literature on
psychology, several groups of communicative abilities
are distinguished:
1. A person's knowledge of another person. In this
group of abilities, to evaluate a person as a person, a
person's special appearance, motives and actions, to
assess the ratio of a person's external appearance,
behavior and inner world; such as being able to "read"
gestures, gestures, mime, pantomime are covered.
2. A person's self-knowledge. He intends to evaluate
his knowledge, abilities, his character and other
aspects of his personality, as well as the way that
people from outside and around him should evaluate
him.
3. Being able to correctly assess the communication
situation. This is observing the situation, choosing its
most informative signs and drawing attention to it; is
Volume 02 Issue 11-2022
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OCLC
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IF
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the ability to correctly perceive and evaluate the social
and psychological content of the situation.
5. Speech culture of the teacher
Before commenting on the teacher's speech culture,
oratory and ability to express his opinion orally and in
writing, it is necessary to mention some information
about language and speech. Speech culture is of
particular importance as a very important integral
component of society's life and culture, as a specific
reality and manifestation. It includes daily, constant,
necessary processes such as exchange of ideas,
communication, speech, "manages" them, becomes a
reality through them, and has the power to influence.
Language and speech are dialectically related socio-
historical, socio-psychological phenomena, language
exists as a tool of communication, and speech as a
method of communication.
Speech is the process of using a unique socio-individual
weapon called language, the manifestation of
language units and possibilities in a necessary and
permanent relationship with objective existence,
thinking and the situation. Speech is a formal language.
In a broad sense, it consists of words, phrases and
sentences. The concept of striving to speak culturally
has existed in all nations since ancient times. This
concept is related to certain linguistic norms, ethical
and aesthetic requirements. Hence the speech. The
concept of culture is an ethical and aesthetic category,
a phenomenon that defines (indicates) the spirituality
of each national language and nation. Speech culture is
not only actions aimed at conscious and purposeful
standardization of the literary language (processing
and enrichment), but also an activity that serves to
raise the general culture of the nation and educate a
certain "language taste" in people. The term speech
culture in linguistics refers to three different
phenomena:
1) the name of a cultural speech, that is, a speech event;
2) the name of the scientific problem related to the
concept of cultural speech and referred to as speech
culture;
3) the name of the field dealing with the study of the
problems of speech culture, the department of
linguistics.
Each of the three mentioned phenomena has its own
complex manifestations and aspects, which should not
be confused with each other. Thus, the most important
definitions of speech culture are:
1. Speech culture is one of the characteristics of literary
language development (Prague Linguistic School).
2. Speech culture (language culture) is an activity that
consists in helping the formation and smoothing of
literary language standards, that is, a conscious
intervention in language development (Prague
Linguistic School).
3. Speech culture is the ability to consciously
understand the language and its rules, to make a clear,
clear, expressive speech (A. Gurevich and others).
4. Speech culture consists of complete and deep
thinking among people, careful acquisition of all
possibilities and means of language (B.N. Golovin and
others).
5. Speech culture is not only correct speech, but also
fluency and eloquence (G.O. Vinokur and others).
6. Speech culture is the art of speaking and writing
appropriately using language tools (A.I. Efimov).
7. The culture of speech is, first of all, the culture of
thinking. (D.E. Rosenthal and others).
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SJIF
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OCLC
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IF
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Publisher:
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8. The speech that is distinguished by its national
identity is a cultural speech (M. Agafonova).
The conclusion is that speech culture is an attitude
towards the use of language, a tool of communication
and intervention. The higher the attitude to the
possibilities of this unique weapon, other factors in its
use: thinking, consciousness, existence, various
situations and circumstances, the higher the attitude
to the goal, the higher the level of speech culture. If it
is the other way around, it is inevitable that the speech
culture will be at a low level.
5. Requirements for a teacher:
Serious requirements are placed on the personality of
a teacher of a high school. They have been thoroughly
studied by pedagogues and psychologists. The most
important requirement for a teacher is his high
qualification. Perhaps it is impossible to do pedagogical
work without it. A teacher of a high school should also
meet such requirements, in which the requirements
raise him to the level of a person who forms a future
specialist at a high level. The following important and
permanent requirements are imposed on the teacher
of the higher school:
* able to correctly assess the political, social and
economic directions of the development of society;
* having mastered the standards of formation of the
future specialist necessary for the society in a certain
period of development;
* loves pedagogical activity;
* have special knowledge in their field;
* to be intelligent;
* pedagogical sense;
* high maturity;
* high level of general culture and morality;
* skillfully mastering pedagogical technologies.
Additional requirements for a teacher: ability to enter,
artistry, cheerfulness, good taste, etc. The above-
mentioned are not innate qualities characteristic of the
pedagogue, but they are brought about as a result of
the pedagogue's regular and personal work and great
services.
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