Volume 04 Issue 11-2024
51
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the professional training, professional-methodical qualities of future speech-language
pathologists in the conditions of inclusive education, and the qualities they should have in front of the teacher. The
opinions of the research scientists are summarized and the relevant conclusions are given. The nature of the form of
inclusive education, the work that should be done with students with disabilities has been analyzed.
KEYWORDS
Defectologist, professional-methodology, competence, social problem, quality, adaptation, training, knowledge.
INTRODUCTION
It is known that awareness of the importance of one's
profession determines the criteria of the teacher's
professional culture. Therefore, there is a need to
justify the existing approaches to the interpretation of
the categorical apparatus of the previously presented
components of the professional qualities of the
teacher-defectologist.
Professional education - combining the professional
and personal sphere of the teacher-defectologist, the
level of formation of his professional knowledge, skills
and qualifications.
Professional education of a future teacher-
defectologist is a multifactorial process, which
includes:
-
development of empathic personality traits;
-
formation of spirituality, inner desire for truth,
goodness, perfection;
Research Article
DEVELOPMENT OF PROFESSIONAL-METHODICAL TRAINING OF
FUTURE DEFECTOLOGISTS
Submission Date:
October 25, 2024,
Accepted Date:
October 30, 2024,
Published Date:
November 06, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-09
Lazizbek Khaitov
Kokand State Pedagogical Institute, Head Of The Department Of Special Pedagogy, Phd, Associate Professor,
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 04 Issue 11-2024
52
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
development of the need to master the
profession and pedagogical culture.
In his works, P.O.Agavelyan showed the importance of
developing empathy in the teacher of the special
education system, defining it as the main component
of the entire professional training of a specialist of this
profile. Ignoring this fact can lead to professional
maladjustment.
A special feature of the professional activity of a
teacher-defectologist
is
the
opportunity
to
communicate with the child's inner world and,
therefore, the need to help him develop his
personality. At the same time, it is important not only
to provide help, but also to sympathize with the child
and his relatives. Unfortunately, not every special
education teacher has this quality. Therefore, it is
necessary to form the skills of interaction with the
subjects of the corrective pedagogical process based
on the principle of deontology.
Unfortunately, deontology as a component of clinical
psychology is fully studied in medical universities, and
pedagogy is mentioned only in the study of certain
subjects in higher educational institutions. However,
pedagogical deontology is a part of humanistic
pedagogy and should help form the ideas of the future
teacher-defectologist about his duty to the child and
society. After all, the result of interaction with the child
and his relatives largely depends on the behavior and
nature of the specialist.
Platonov (1957): "... every doctor and every medical
worker, regardless of the field in which he works,
should not forget that the word has a powerful effect."
He emphasized the need to form a reliable attitude of
the child to the teacher and the activities he performs.
At the same time, just attention, care and participation
is not enough. It is important to immediately respond
to all possible changes in the child's mental activity, to
anticipate different options for his behavior depending
on the specific situation and personal characteristics.
This allows for the correct interpretation of the
observed phenomena and the adequate creation of a
corrective-pedagogical intervention program.
The need to have high professional skills is determined
by the specific characteristics of the teacher-
defectologist. The effectiveness of communication
with a child with a developmental disability is ensured
not only by the manifestation of participation, respect
and care, but also by the level of knowledge in the field
of
special
psychology,
pathopsychology
and
psychopathology. They help prevent possible
decompensation events, increase the defect, and the
occurrence of secondary and tertiary diseases.
The formation of the professional knowledge system
of the future teacher-defectologist is the scientific and
methodological basis of the future activity in the
special education system.
Nazarova (1993), within the framework of the
formation of the general scientific and professional
competence of a teacher-defectologist (teacher of the
deaf), the following areas of knowledge are of great
importance:
1.
Anatomy, physiology and pathology of hearing
and speech organs.
2.
Pedagogical psychology.
3.
Age-related pedagogy.
4.
Personality psychology.
5.
Human physiology.
6.
Legal basis of education.
Volume 04 Issue 11-2024
53
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Interestingly, the least important areas of knowledge
were social-political and biological-medical (except for
the basics of pediatrics) sciences.
It should be taken into account that the factors
determining the choice of a particular field of
knowledge were:
-
belonging to the field of special education;
-
modern ideas about educational content;
-
subjective professional competence;
-
traditional ideas about the importance of
certain areas of knowledge.
The current system of assessing the quality of
professional training is aimed at determining the level
of theoretical training, developing research skills and
self-education within the course and graduation
qualification work. As you can see, practical activities
that can be evaluated during practical training are
beyond the scope of reliable and objective control. At
the same time, assessment is given not only to the
ability to conduct training, conduct psychological-
pedagogical examinations, form conclusions, plan the
process of corrective-pedagogical influence, but also
to the level of formation of professional personal
qualities.
Literature analysis. A systematic approach to the
analysis of studies devoted to the study of
professionally important qualities made it possible to
identify the following components:
-
direction of the person (pedagogical) (N.V.
Kuzmina, A.K. Markova, V.A. Slastenin, etc.);
-
pedagogical skills (F.N. Gonobolin, V.A.
Krutetsky, N.V. Kuzmina);
-
professional competence (N.V. Kuzmina, A.K.
Markova, V.A. Slastenin).
The theoretical design allowed us to create a
meaningful description of these components as
components of the professional qualities of a special
education teacher.
In the structure of the personality of a teacher of the
special education system, figuratively speaking, the
pedagogical direction that educates all important
professional qualities is of particular importance. In
psychology, the orientation of a person is defined as a
set of stable motives that direct the activity of a
person.
Special attention is paid to the consideration of the
concept of "vocational guidance" which has important
and dynamic characteristics. The completeness and
level of attention includes the content-personal
features of the professional direction and mainly
includes
its
formal
¬dynamic
features.
The
completeness of the professional direction means the
scope (variety) of motives for choosing a profession. A
selective attitude to a profession often begins with the
emergence of personal motives related to individual
aspects of the content of a particular activity or the
continuity process or any external signs of a
profession. In certain conditions, many factors related
to the profession can be important for a person: his
creative possibilities, prospects for professional
growth, prestige of the profession, social importance,
material, hygienic and other working conditions,
compliance with his habits, character. features etc.
This shows that the professional direction is based on
a wide range of needs, interests, ideals and attitudes of
a person. The more complete the professional
direction, the more versatile the choice of this type of
activity for a person, the more versatile the satisfaction
from the implementation of this intention.
Volume 04 Issue 11-2024
54
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Thus, one of the forms of development of a
professional orientation is the enrichment of its
motives: from a single motive to an increasingly
widespread system of motives. The career direction of
a large group of people may have the same motives,
but may be different. The reason for this is that the
system of motives always implies their specific
organization and structure. The same motives can be
organized differently and be in different relationships
of subordination. And most importantly, the leading
motives may be different.
RESEARCH METHODOLOGY
Pedagogical conditions for the formation of
professionally
important
qualities
of
future
defectologists mean a set of interrelated conditions
necessary to create a targeted educational process
that ensures the effectiveness of the formation of the
identified qualities. From the works of famous local
scientists V.V. Kraevsky, A.I. Kochetova and
For others, it follows that the relevant problems
cannot be solved without taking into account the
system of pedagogical conditions. In turn, their
implementation depends on the influence of a
complex of factors. In the big encyclopedic dictionary,
it is stated that "Factor (Latin factor - to make,
produce) is the cause, driving force that determines
the character or individual characteristics of any
process, phenomenon".
Taking into account the above, we adopted the
following pedagogical conditions related to the object,
topic, working hypothesis and research goals
addressed in this dissertation:
a) ensuring the orientation of the entire educational
process of the organizational, pedagogical university
to the development of professional knowledge, skills
and qualifications;
b) meaningful, which implies the introduction of
updated programs of general professional block
subjects, taking into account the modern requirements
for the level of professional training of a teacher-
defectologist in the educational process; development
of elective courses that help to form professionally
important qualities;
c) technological, which ensures the creation of a
system of formation of professionally important
qualities based on the use of active teaching methods,
informational educational programs and context-
modular teaching.
The implementation of the meaningful component of
the model made it possible to determine the forms,
methods and technologies of the process of formation
of professionally important qualities in the students of
the experimental group.
In our work, we used systematic, person-oriented and
activity-based
approaches
in
terms
of
the
implementation of the model of formation of
professional qualities of future speech and language
pathologists.
Analysis and results. The results of the identification
stage of the experimental research allowed us to
conclude that the components of professionally
important qualities of students in the experimental and
control groups were not sufficiently formed, as well as
there was a significant difference between the
theoretical and practical training of the subjects.
At the stage of the formative experiment, a model
developed for the formation of professional qualities
Volume 04 Issue 11-2024
55
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of future defectologists was implemented in the
experimental groups. Compliance with a number of
accepted pedagogical conditions helped to increase
the efficiency of the work performed. .
The intermediate section conducted at the formation
stage showed the presence of positive dynamics in the
formation of professionally important qualities among
students in experimental groups. Achieving positive
results was possible due to targeted work on the
implementation of all components of the developed
model, as well as the use of a contextual ¬modular
teaching model.
The best results were noted in the analysis of the final
levels of formation of the personality-oriented
component of students' professionally important
qualities (empathy, organization, responsibility,
sensitivity, tolerance, etc.).
For example, in the self-assessment of the
development of personal qualities, students noted
that they clearly understood not only the goals and
tasks of their professional activity, but also the
importance of their personal participation in the
results of their activity. Many subjects have increased
confidence in their strengths and abilities to organize
and implement a corrective-pedagogical process
according to the needs of each child. The motivation to
work with children with developmental disabilities also
increased.
In the control phase of the experimental study, the
results were processed, the rules of the hypothesis
were compared with the generalized diagnostic
materials, and conclusions were drawn about the
validity of the proposed rules.
The comparative analysis made it possible to
determine that there is no single, generally accepted
opinion among teacher-researchers about the
structure and content of the necessary professional
and personal qualities of defectologists. With
professionally important qualities, they understand
various
systems
(sets)
of
various
features,
characteristics, personality parameters, the key to
successful professional activity, etc. It is very difficult
to classify them correctly, concisely and effectively.
This shows the relevance and problem of this research
topic. It is also evident that in the development of the
content, forms and methods of professional training of
these specialists in the higher education system, the
qualification characteristics of the special education
teacher should become one of the primary documents.
In this case, it is necessary to take into account not only
empirical experience, but also the scientific-theoretical
basis of this process, which ensures the logicality and
consistency of the study of academic subjects, and
ensures the creation of optimal conditions for the
implementation of academic subjects. interdisciplinary
communication also helps to choose the most
effective forms of working with students. The process
of developing professional qualities of special
education teachers in pedagogical institutes includes a
very wide range of didactic and effective tasks. This
process should be carried out through the integral
basis of the process of organizing students'
educational and scientific research activities, because
in this case socially and scientifically important
relations will appear between the subjects of the
educational process, and help in the formation of high-
level knowledge.
REFERENCES
Volume 04 Issue 11-2024
56
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
51-56
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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