This article highlights the issue of pedagogical competence, professional competence, formation of professional qualities and development of future teachers based on self-development and self-assessment. The main goal of modern education is to train ambitious and talented personnel who are mature in all respects, socially flexible to contribute to society, able to work independently on themselves, for a highly developed society. From this point of view, the level of competence of the pedagogue is of great importance in the education of a comprehensively developed personality.
In the conditions of modern development of education, the training of pupils with the skills and abilities of socio-psychological and professional adaptation in a rapidly changing world comes to the fore. Education becomes not only a means for the most adequate reflection of the requirements of a market economy and a new society, but also a way to achieve, form the creative, spiritual needs of the individual. Changing the foundations of education is accompanied by a global process of reorientation of the result of education. Therefore, the article presents the investigation of the pedagogical requirements and criteria for the organization of training in the development of professional competence of pupils with the usage of multimedia electronic educational resources. The result of the research depicts that multimedia electronic educational resources are valuable source in improving pupils' professional competence. In addition, the presented requirements and criteria are beneficial in organizing training in the development of professional competence of pupils for multimedia electronic educational resources.
This article discusses the key factors of competency and competency innovative approach. Information is provided on the views of national and foreign pedagogical scholars on competence and competence.
This study investigates the relationship between translation competence and higher-order thinking skills in novice translators. Translation competence refers to the ability to effectively and accurately translate texts from one language to another, while higher-order thinking skills encompass critical thinking, problem-solving, and creative thinking abilities. The research employs a quantitative approach, analyzing the performance of novice translators on translation tasks and their demonstrated higher-order thinking skills. The findings shed light on the extent to which translation competence correlates with the application of higher-order thinking skills in the translation process. The implications of the study emphasize the importance of developing both translation competence and higher-order thinking skills in translator training programs.
As English as a Second Language (ESL) educators navigate the dynamic landscape of language instruction, the significance of cultural competence becomes increasingly evident. This article, presented by an EFL teacher at Karakalpak State University, delves into the transformative role of cultural competence in ESL classrooms.
The exploration begins with a conceptual understanding of cultural competence, followed by a spotlight on practical strategies for integration. Drawing on real-world experiences, the article illuminates the pivotal role of teachers in fostering cross-cultural understanding and creating inclusive learning environments. Case studies from the unique context of Karakalpak State University offer insights into successful implementations, accompanied by reflections on challenges faced and overcome. The article concludes by examining methods to measure the impact of cultural competence initiatives, emphasizing the ongoing journey towards creating culturally enriched ESL learning experiences.
This article reveals the essence of the concept of "Development of information and communication competence among students", the general structure of information and communication competence, the system of basic and special competencies, pedagogical and psychological factors in the development of information and communication competence among students. students and in the subject "Information Technology" based on learning opportunities.
This article discusses the dialect system of the Russian and Uzbek languages in a comparative aspect. Studying the dialect system of the Russian and Uzbek languages in a comparative aspect makes it possible to create a comparative dialectological competence. This article is devoted to the creation of dialectological competence at the comparative level of different languages. In long-distance areas dialects, dialect systems and folklore still exist. Improving the system of comparative dialect competence of the Russian and Uzbek languages at present can give a methodical direction to students of the national group. A competent approach to the study of the dialect system develops the knowledge of future Russian language teachers in national schools. Dialect words in both the Uzbek language and the Russian language are considered in a semantic aspect.
The article summarizes the theory of linguistic competence to be formed and improved in future English teachers, the opinions, ideas and conclusions of scholars from the most developed countries in this regard. The structure of linguistic competence is defined, goals and objectives are defined.
The article talks about the role of cultural competence in translation and the important skills needed to develop the cultural competence of translators.
Currently, great attention is paid to the technology of training in the formation of professional competence. The teaching technologies developed and used by the teaching staff of higher educational institutions are a component of the educational system of decision-making and upbringing of the future specialist's professional competence, contribute to the initial creation of a professionally significant base for mastering the profession, the gradual formation of theoretical, practical and motivational training and competence for the implementation of professional Therefore, improving the professional competence of teachers of secondary schools through issues from physics is an important and urgent issue.
This article devoted to theme about basic form of communication intercultural competence. Culture finds its expression in language; so, learning a new language without familiarity with its culture remains incomplete. Moreover, fostering intercultural communication competence is an important part of developing critical thinking skills, and these two are correlated in the process of language teaching.
This article discusses the formation of communicative competence in the study of English by students of a non-linguistic university. Within the framework of the competence-based approach, specialists in the field of foreign languages consider various competencies, including such as subject, communicative, activity, developing; but communicative competence is always singled out as the main one, since it is this competence that is the basis for the development of all other competencies. In an integrated communicative approach, created on the basis of deep theoretical and practical developments, special attention is paid to the communicative orientation of education.
This article deals with the use of Internet resources in the development of socio-cultural competence of students. It studies the process of language learning, organizing a lesson using the Internet and developing socio-cultural competence through it.
In this article, methodological and didactic foundations of formation of information communication competence of students are presented, the ways to have great opportunities in education and training at all phases of the educational system, the stages of development of the intellectual skills of the student are shown. In addition, the professional competence of the future teachers, the scientific and technical cooperation of the development in a broad sense is also highlighted from the methodological point of view.
Ushbu maqolada yosh o‘qituvchilarning bilish faoliyatini rivojlantirish, hamda ularda kasbiy malakalar asosida, kasbiy komprtentlikni shakllantirishning nazariy imkoniyatlari haqida mulohazalar bayon etilgan.
The digitization of education has transformed the learning landscape, presenting both opportunities and challenges. This article explores the role of digitization in enhancing the socio-cultural competence of future teachers. Socio-cultural competence involves the ability to understand and effectively interact with individuals from diverse cultural backgrounds. Digital platforms offer unique tools and methods to augment traditional educational approaches, enabling learners to develop a deeper understanding of diverse perspectives and fostering a more inclusive society. By integrating digital tools and content that emphasize cultural understanding and empathy, educators can enhance the socio-cultural competence of future teachers.
This article reveals various approaches to improving the linguo-methodological competence of future primary school teachers, gives a definition of linguo-methodological competence, and also proposes and describes an improved model for the formation of linguo-methodological competence of future primary school teachers.
This article discusses the need to develop students' communicative competence in the process of continuing education, as well as the concept of communicative competence, personal success, competitiveness, high professional training.
The goal of the research is to create strategies for teaching students’ pragmatic competence through the use of corpora. The ability to understand and apply rules for building statements, to use statements for a variety of communicative functions in accordance with the social and cultural context of communication, is how pragmatic competence is suggested to be understood in the paper. The formation of a number of competencies within the framework of foreign language communicative competence and the process of mastering a foreign language can both be greatly enhanced by corpora, a contemporary teaching tool. The article suggests a five-stage, twelve-step algorithm for developing students' pragmatic skill using corpora.
In the field of foreign language teaching in higher education, the scope goes beyond mere language acquisition to include the cultivation of intercultural competence in both teachers and learners. The importance of intercultural competence in foreign language teaching lies in its ability to equip learners with the necessary skills to navigate successfully in diverse cultural environments, especially for students who intend to study abroad orin a multicultural context. The development of such a competence therefore enables them not only to interact effectively with people from different cultural backgrounds, but also to gain a deeper understanding of their own culture and of the cultural nuances embedded in the target language. However, developing this competence is by no means a simple matter; it requires specialised training and continuous professional development for teachers. Teachers are expected to have extensive experience, sensitivity and some knowledge of the cultural implications associated with the language being taught, which presents its own set of challenges.
The article reveals the essence of the concepts of "competence" and "competence-based approach", highlights the signs of competence. The difference between the content of the competence-based approach and the traditional one (knowledge-centric) is shown. The role of the competence-based approach in the training of future doctors is revealed.
The article summarizes the theory of linguistic competence to be formed and improved in future English teachers, the opinions, ideas and conclusions of scholars from the most developed countries in this regard. The structure of linguistic competence is defined, goals and objectives are defined.
The methodology for the formation of sociolinguistic competence as certainly considered one among the key ones in the structure of foreign language communicative competence is taken into consideration in details. The content materials of complicated of methodological equipment for the formation of sociolinguistic competence of foreign language teachers are highlighted in this article