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DEVELOPING THE PROFESSIONAL COMPETENCE OF FUTURE FOREIGN
LANGUAGE TEACHERS
Yusupov Rajab Rasul ugli
University of Science and Technology,
English teacher of Languages department
Abstract:
Improving the professional competence of future foreign language teachers is
essential to ensuring effective language instruction in an increasingly globalized world. This
process involves enhancing not only linguistic proficiency but also pedagogical skills, cultural
awareness, and the ability to integrate modern technologies into teaching practices. The
development of professional competence can be achieved through a variety of methods,
including structured teacher education programs, ongoing professional development, the use of
innovative teaching techniques, and the incorporation of digital tools. Furthermore, reflective
practices, collaborative learning, and exposure to diverse teaching methodologies help future
teachers adapt to dynamic educational environments. This study explores strategies for
improving the professional competence of foreign language teachers, highlighting the role of
both traditional and modern approaches in fostering a well-rounded, competent educator.
Key words:
professional competence, foreign language teachers, teacher education, pedagogical
skills, cultural awareness, digital tools
In universities worldwide, scientific research is being carried out to enhance the quality
of professional training for English language teachers. This research focuses on modeling and
designing the educational process, improving teacher training through integrative approaches,
and fostering cultural studies. Additionally, it aims to develop intercultural skills and personal
competence within the educational process.
To better understand the standards set for teachers, particularly foreign language teachers,
it is important to clarify the terms "qualification," "competence," and "competency." According
to Ozhegov's dictionary, "qualification" is defined as the "degree of readiness" for a particular
job or as the "level of preparedness" for a task (Shvedova, 1982). "Competence," on the other
hand, refers to the scope of knowledge in which a person is well-informed (Shvedova, 1982).
Thus, in order to become a competent foreign language teacher, one must possess a specific set
of competences that enables effective performance in the field of foreign language education and
achieve a certain level of qualification.
In 1996, the Council of Europe identified five essential competencies that are crucial for
professionals today. These competencies are particularly significant for foreign language
teachers' professional development:
1.
Political and social competencies
: This involves taking responsibility, engaging in
collective decision-making, and contributing to the growth of democratic institutions.
2.
Multicultural competencies
: These skills help prevent xenophobia and intolerance,
promoting an understanding of cultural, linguistic, and religious differences and fostering a
desire to live harmoniously with people from diverse backgrounds.
3.
Communication competencies
: These encompass both oral and written communication
skills, which are vital for professional and social participation. The ability to communicate in
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multiple languages is becoming increasingly important, as those without such skills risk social
isolation.
4.
Information society competencies
: These include understanding and utilizing new
technologies, being aware of their advantages and drawbacks, and developing a critical attitude
towards information and advertising in the media and online platforms.
5.
Lifelong learning competencies
: These refer to the capacity and willingness to continue
learning throughout one’s life, both in professional and personal contexts[1]
When examining various sources and perspectives on the competencies essential for foreign
language teachers, a wide range of definitions and interpretations emerge. While the specifics
may vary, many authors share a common understanding of these competencies, often shaped by
their practical experience and different approaches. As a result, distinct individual competencies
are identified. Notably, Bidenko (2005) highlighted key competencies such as multicultural,
subject-activity, and information competencies, which we agree with and believe are crucial
indicators of the quality of a foreign language teacher's professional training.
Regarding the criteria for evaluating the professional competence of Russian foreign language
teachers, the "Proposals for the Certification of Foreign Language Teachers" (Safonova, 2004)
suggest assessing a teacher's competence based on the following groups of competencies:
-
Communicative competence
-
Professional competence
-
General cultural competence[2]
-
Communicative competence includes linguistic, speech, and socio-cultural elements.
Professional competence encompasses skills such as planning, organization, monitoring,
evaluation, analytical abilities, research, and professional-communication skills (Nikitenko,
2009). General cultural competence is reflected in various aspects of communicative and
professional competencies, including psychological, pedagogical, philological, and personal
traits (Fedotova, 2005).
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When hiring foreign language teachers, for example, during interviews or when evaluating a
candidate's qualifications, these competencies are considered to ensure the candidate meets the
required standards for the position.
Key Ideas and Concepts:
1.
Range of Competencies
: The passage discusses the broad range of competencies
required for foreign language teachers. These competencies are interpreted differently by various
sources but often overlap in their general objectives, particularly based on practical experience
and teaching approaches.
2.
Bidenko’s Contribution
: Bidenko (2005) identifies three core types of competencies for
foreign language teachers: multicultural, subject-activity, and information competence. The
author agrees with this classification and considers these competencies crucial for a teacher's
professional development and effectiveness.
3.
Russian Framework for Teacher Competence
: In Russia, the certification of foreign
language teachers, as outlined in Safonova’s (2004) work, is based on three groups of
competencies:
o
Communicative Competence
: Focused on linguistic, speech, and socio-cultural
knowledge and skills.
o
Professional Competence
: This involves practical teaching skills such as
planning lessons, organizing activities, assessing students, conducting research, and engaging in
professional communication.
o
General Cultural Competence
: This includes broader qualities like
psychological, pedagogical, philological, and personal characteristics, all of which contribute to
the teacher’s overall competence.
4.
Practical Implications for Teacher Hiring
: The passage notes that these competencies
are used as key criteria when hiring foreign language teachers. When assessing candidates for a
position, their ability to demonstrate these competencies is crucial in ensuring that they are
qualified for the role[3]
To effectively assess and develop the competencies required for foreign language teachers, a
variety of methods can be employed. Here are some methods aligned with the competencies
mentioned in the passage:
1. Assessment of Communicative Competence:
Methods:
Language Proficiency Tests
: These tests can measure the teacher’s linguistic skills in
speaking, listening, reading, and writing. Examples include the Common European Framework
of Reference (CEFR) tests or other language proficiency assessments.
Role-playing Exercises
: Simulate classroom situations where the teacher must
demonstrate their ability to communicate clearly and effectively in the target language.
Peer Teaching
: Allowing the teacher to give a demo lesson to their peers or a small
group of students can provide insight into how they communicate complex ideas, use language,
and manage classroom interactions.
Sociocultural Awareness Tasks
: Evaluate the teacher's understanding of sociocultural
contexts by asking them to design lessons that incorporate cultural elements, or by discussing
case studies that highlight cross-cultural challenges[4]
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2. Assessment of Professional Competence:
Methods:
Lesson Planning and Delivery
: Evaluate how the teacher plans and delivers lessons.
This can be done through formal observations, feedback from students, and self-assessment.
Look at how well the teacher sets objectives, organizes materials, and adapts content to different
student needs.
Student Feedback
: Collect feedback from students on the teacher’s effectiveness in
terms of teaching methods, communication, and support. This feedback helps evaluate the
teacher’s organizational and pedagogical skills.
Classroom Observations
: Conduct regular observations of the teacher in action to assess
their planning, management, and delivery of lessons. This can be structured using rubrics that
focus on specific professional competencies such as assessment, student engagement, and
adaptability.
Professional Development Tracking
: Track participation in workshops, conferences, or
continuing education programs. Professional development is a key component of ongoing
improvement in teaching skills.
In conclusion, the development and assessment of competencies for foreign language teachers
are vital for ensuring high-quality education and effective teaching. The key competencies
identified—communicative, professional, cultural, technological, and lifelong learning—cover a
broad spectrum of skills essential for success in today's diverse and dynamic classroom
environments. These competencies not only focus on language proficiency but also emphasize
the ability to adapt to cultural differences, integrate technology, engage in continuous
professional development, and communicate effectively with students and colleagues.
By implementing a variety of assessment methods, such as proficiency tests, classroom
observations, peer feedback, and reflective practices, educators can ensure that these
competencies are cultivated and evaluated. Furthermore, this holistic approach to teacher
development not only enhances individual teaching effectiveness but also contributes to creating
inclusive, forward-thinking educational environments that prepare students for success in a
globalized world.
Ultimately, the emphasis on these competencies reflects the need for foreign language teachers
to be adaptable, resourceful, and committed to their own lifelong learning, ensuring that they can
meet the evolving needs of both their students and the wider society.
References:
1.
Agafonova, M.A. (2017). Mezhdunarodnye kembridzhskie ehkzameny dlya uchitelej i
prepodavatelej anglijskogo yazyka kak sredstvo realizacii trebovanij professional'nogo standarta
pedagoga [International Cambridge Examinations for Teachers and Teachers of English as a
Means of Realizing the Requirements of the Professional Standard of the Teacher]. Modern
Problems of Science and Education, 5, 317 [in Rus.]. doi:
education.ru/en/article/view?id=27026
2.
Andreeva, N.V, Rozhdestvenskaya, L.V., & Yarmakhov, B.B. (2016). Shag shkoly v
smeshannoe obuchenie [School's step into mixed education]. Moscow: Buki Vedi, [in Rus.]
3.
Bidenko, V. I. (2005). Competency-based approach to the designing of the state
educational standards of higher professional education (methodological and methodical issues):
Methodological guide. Research center of problems of training quality.
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4.
. Makhkamova G.T. Formirovanie mejkulturnoy kompetentsii studentsov filological
school (English language): dis. … Dr. ped. science - T., 2011. - 335 p.
5.
Timokhin E.V. Methodology of the formation of professional communication skills in a
future language: Dis. … ped. Nauk - Nizhny Novgorod, 2015. - 176 p.
