Volume 02 Issue 04-2022
16
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
16-20
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The current situation in the continuous professional development of teachers, what technologies they use to study
the educational, pedagogical, technological, organizational, economic, socio-cultural factors, how long they can
study independently, the level of use of technology and through what methods information on the results of the
study of problems, such as improving their skills.
KEYWORDS
Continuous training advanced training systems, information and communication technologies, Internet, social
networks.
INTRODUCTION
No country can imagine its path of development
without science. In Uzbekistan, too, the issue of
developing science and training qualified and
thoughtful personnel has risen to the level of state
policy. The high level of the state's attention to
education and youth is evidenced by the innovative
approaches in the education system and the full
support of our youth. The head of our state also
stressed the need to bring up young people as
independent and logical thinkers based on modern
Research Article
PROBLEMS OF ORGANIZATION OF CONTINUOUS PROFESSIONAL
DEVELOPMENT OF SECONDARY SCHOOL TEACHERS
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-05
Fayzieva Makhbuba
Associate Professor, Methods Of Teaching Computer Science, Tashkent State Pedagogical University,
Uzbekistan
Journal
Website:
https://theusajournals.c
om/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 04-2022
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
16-20
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
knowledge and experience, national and universal
values, as well as people with noble qualities.
After all, the President of the Republic of Uzbekistan
Sh.M.Mirziyoev said: We will mobilize all our forces
and capabilities, ”he said. The future of any society is
determined by the level of development of its
education system, which is an integral part of it and a
vital necessity. Today, on the path of independent
development, the reform and improvement of the
country's system of continuing education, raising it to
a new level of quality, the introduction of advanced
pedagogical and information technologies and
increasing the effectiveness of education has risen to
the level of state policy.
MATERIALS AND METHODS
Indeed, the effective use of modern information
technology in order to improve the quality of
education of students, to improve its content, to
organize education at the level of modern
requirements, to increase the effectiveness of
education in secondary schools, new pedagogical,
information introduction of technologies, including
the use of interactive methods and tools. Therefore,
today's teachers in secondary schools have the
following important tasks:
-
increase the role and importance of science in the
formation and development of students'
independent learning and learning skills;
-
organization and conduct of classes on the basis
of modern pedagogical technologies;
-
the use of methods and forms aimed at
increasing the activity of students, the
development of their mastery;
-
effective
use
of
modern
information
technologies in education.
From the tasks listed above, it is clear that secondary
school students need to be taught to use technology
for independent learning and to be constantly active.
Organizing the learning process through the use of
computer
technology
and
information
and
communication tools in the learning process has a
positive impact on the effectiveness of education.
As in all fields, the entry of new knowledge into the
field of education is a great responsibility for
professionals. Because the role of teachers is very
important in providing the future specialist with
knowledge that meets the requirements of modern
world standards, in training them as independent
thinkers, experts in their field. This requires teachers
to be self-researching, hard-working, and quick to
learn and deliver news to students. In the field of
information technology, in particular, it is necessary to
provide students with more and more information, to
direct them to the rapid acquisition, and to create
conditions for the full, perfect acquisition of
knowledge.
Today, as a result of the wide coverage of almost all
sectors of the country, information technology
requires their effective use. With each passing year,
information technology and its technical means are
evolving and improving, making it increasingly difficult
to find areas where the Internet is not available or
used.
Nowadays, the issues of content and quality of
education are considered a priority in society, and
special attention is paid to the use of information
technology in the education system of developed
countries. In this regard, ways are being sought to
develop education, increase its effectiveness, and
research on the introduction of information
technology in education is being improved. The
introduction of information technology in the
Volume 02 Issue 04-2022
18
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
16-20
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
educational process is based on the organization of
the
educational
process
using
information,
multimedia and network systems. Information
technology assists educators in organizing and
managing
the
learning
process,
developing
recommendations for the development of curricula,
syllabi, and teaching materials, and testing and
monitoring.
This article provides information on the current state
of continuous teacher training in the framework of
the UNESCO project "Adaptation and scaling up of
approaches to teacher training in Uzbekistan", the
results of statistical analysis of the results of the
study.
The project envisages the creation of a model TPD @
Scale for the organization of continuous training,
which will be used to adapt the components of
professional development to the conditions of
Uzbekistan, to introduce, evaluate and improve for
small groups of different teachers. The development
of guidelines can be highly effective for the teacher
training
system.
The
study
of
educational,
pedagogical, technological, organizational, economic,
socio-cultural factors that affect the effectiveness of
the quality of education within this model in
Uzbekistan will further develop this process.
In order to implement the project, teachers need to
continuously improve their skills in order to study the
educational,
pedagogical,
technological,
organizational, economic, socio-cultural factors. as
well as a survey of what methods they use to improve
their skills. The survey also included questions to
identify problems and barriers that teachers face in
the process of continuing their skills.
RESULT AND DISCUSSION
According to a survey of secondary school teachers,
58% of them use personal laptops / computers, 41% -
use mobile phones, 28% - use computers / laptops
provided by the school, and 1.5% - do not use any
devices in the process of preparing for lessons and
continuously improving their skills.
During
the
lesson
55%
of
teachers
use
computers/laptops provided by the school, 54% - use
personal computers/laptops, 31% - use mobile phones,
and 4% -do not use any devices at all.
To prepare for the lesson/search for extra teaching
material, 63% of them purchase an Internet package
on mobile device, 36% - use the school Internet, 33% -
use the Internet at home via a personal computer, and
1% - do not use the Internet at all.
77% of teachers can find the information they need
from the Internet and transfer it to their device, 15% -
can only find and meet the information, but cannot
transfer it, and only 8% - are not able to find online
resources at all.
While preparing for the lessons and to prepare
teaching materials for pupils 52% of teachers use
Internet science websites, 50% - use Social networks
(Telegram, WhatsApp) channels and groups, 44% - use
textbooks, manuals, 28% - use materials available on
the school’s computer or database, 28% - use materials
from the Ministry's TAS-IX network, 24% - use social
networks (Youtube channels), 8% - use Facebook and
Instagram pages, 6% - use TV channels, and 3% - do not
use any online resources at all.
According to the teachers’ answers, 86% of them use
the Internet every day, 12% - use it once a week, and 2%
- never used.
In a survey to determine what types of resources on
the Internet are preferably used by teachers, 60% of
Volume 02 Issue 04-2022
19
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
16-20
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
them use video materials, 47% - use illustrative
materials, 43% - use text materials, 34% - use audio
materials, 30% - use animated videos, and 8% - use
digital TV videos. But none of them use simulators
(ready-made virtual labs).
To the question on how to improve their skills,
especially in what ways do they achieve additional
knowledge and skills, the following answers were
received: 55.5% of teachers use social media subject
channels (Telegram, Youtube, WhatsApp, etc.) and in
groups, 45.5% - Internet science websites, 44.5% - in-
service courses, 39% - reading science literature, 30.5%
- materials in the TAS-IX network of the Ministry (for
example: uzedu.uz, eduportal.uz), 27.5% - short-term
trainings and seminars, 20 % - online training systems,
MOOC (Coursera, INTUIT, edX, etc ..), 18% - methodical
activities in school, 14% - TV channel shows, and 7.5% -
other methods.
55.5% of teachers have taken online courses on social
networks (Telegram/ other courses), 31.5% - Youtube
video courses, 29.5% - MOOC (Coursera, INTUIT, edX,
etc ...), 28.5% - in online training systems.
81% of teachers follow news in their field every day,
14% - once a week, and 5% - once a month. Nodiv
answered never.
85% of teachers follow news about their field in social
networks, 28% - through popular sites in the field, 19% -
through TV channels and 14% - through news sites.
When they were asked about the most appropriate
form of organizing in-service training courses for
teachers, 52% of teachers answered daytime, 30.5% -
by using distance technologies and 17.5% - blended
learning.
46.5% of teachers did not have any problems during
the in-service training, 24% - answered that financial
opportunity is not enough to go to training and there
is need to take missed classes during the time spent
on professional development, 17% - answered that
professional development programs did not suit their
professional interests, 14.5 - noted the inconvenient
timing of the lessons.
To the question about electronic system installed in
teacher in-service centers on continuous professional
development 61.5% of teachers highlighted online
training systems, 36.5% - social network channels
(Telegram, Youtube, WhatsApp, etc.), 36% - materials
of the Ministry's TAS-IX network, 14% - MOOC
(Coursera, INTUIT, edX, etc ..), 12% - Electronic
portfolio system is available. Only 12% of teachers
marked not available.
When identifying the prevents for teachers to
improve their professional skills independently, 42.5% -
replied that the bandwidth or speed of the Internet
was not enough, 33.5% - ticked the lack of resources in
national language, 22% - said that the required online
resources were paid, and 20.5% - noticed that there
was not internet connection, 17% - don't have a
computer, 8.5% - have difficulties in using the Internet
without the help of an ICT facilitator, 7% - cannot copy
material from a mobile phone to a computer, 5% - have
difficulties to re-edit information from the Internet
and 3% - are not able to find online resources.
43% of respondents are males and 57% - are females,
among them 20-30 years old - 37%, 31-40 years old -
45%, 41-50 years old - 11%, 51-65 years old - 7%.
CONCLUSION
In conclusion, the process of modernization and
reform of education is particularly evident in the
public education system. In this system, new
technologies must be constantly introduced in order
Volume 02 Issue 04-2022
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
16-20
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
to improve the quality of education. Based on the
above statistics, it can be said that the development
of a model of training in accordance with traditional,
distance and hybrid forms of training to organize
continuous training in Uzbekistan; Development of
training courses in the national language, teaching
modern teaching methods, modern innovations in
science, advanced foreign experience and innovative
technologies; creation of modern platforms for the
organization of teacher training in these courses;
write and deliver training courses on optical discs for
teachers who have problems with online learning; the
organization of master classes and master classes in
the form of clusters plays an important role in the
formation of a modern educator who meets today's
requirements. In this process, it is important that the
application of best international practices in ensuring
the quality of education remains a priority.
REFERENCES
1.
Charalambos, Vrasidas & Glass, Gene. (2007).
Teacher Professional Development and ICT:
Strategies and Models. Yearbook of the
National Society for the Study of Education.
106. 87 - 102. 10.1111/j.1744-7984.2007.00116.x.
2.
Ivan Kalaš, team leader (Slovak Republic)
Ernesto Laval (Chile) Diana Laurillard (UK)
Cher Ping Lim (Hong Kong) Florian Meyer
(Canada) Sarietjie Musgrave (South Africa)
Alain Senteni (UAE) Natalia Tokareva (Russian
Federation) Márta Turcsányi-Szabó (Hungary).
ICT in Primary Education Analytical Survey.
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2
Policy,
Practices,
and
Recommendations. UNESCO Institute for
Information Technologies in Education
3.
http://www.ccti.colfinder.org/toolkit/ict-
toolkit/resources/Documents/Teacher_ICT_Su
rvey.pdf
4.
https://www.oecd.org/education/research/424
19091.pdf
