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BASIS OF DEVELOPING PROFESSIONAL-PEDAGOGICAL COMPETENCE IN
FUTURE ENGLISH TEACHERS
Eshtemirova Dinara Akmalovna
3 rd year student of English Philology,
Karshi State University
Annotation:
The article discusses the factors and models for the formation of active, personal,
or professional communicative competence in future English teachers, and the specific
characteristics of each.
Key words:
education, competence, pedagogical environment, teacher's task, teaching content,
development, modern education, system, linguistic, pedagogical-psychological factor.
Annotasiya:
Мақолада бўлажак инглиз тили ўқитувчиларида фаолиятли, шахсий ёки
касбий коммуникатив компетентликни шакллантириш омиллари, моделлари ҳар
бирининг ўзига хос хусусиятлари ҳақида сўз юритилган.
Таянч сўзлар:
таълим, компетентлик педагогик муҳит, ўқитувчи вазифаси, ўқитиш
мазмуни, ривожлантириш, замонавий таълим, тизим, лисоний, педагогик-психологик
омил.
Annotasiya:
В статье рассматриваются факторы, формирующие активную личную или
профессиональную коммуникативную компетентность будущих учителей английского
языка, особенности каждой из моделей.
Ключевые слова:
образование, компетентность, педагогическая среда, роль учителя,
содержание обучения, развитие, современное образование, системный, лингвистический,
педагогико-психологический фактор.
Today's rapidly changing and rapidly changing social environment requires graduates of higher
educational institutions to have competence, initiative, discipline in education and the ability to
work independently on themselves, dynamism and constructiveness, and master one of the
leading foreign languages, in particular, It requires the development of personal qualities related
to pedagogical competence, such as perfect knowledge of the English language, high-level
computer literacy, education based on world standards, and interest in and commitment to
advanced modern pedagogical innovations.
Future teachers, including English language teachers, who are trained in higher educational
institutions of pedagogy, strive for independent learning throughout their lives, are aware of new
pedagogical technologies in the context of the digital transformation of education, are able to use
them freely, and make their own independent decisions. It should fully meet world education
standards, adapt to social life and the future professional environment, be always ready for
emotional situations, but be able to quickly and skillfully get out of them. All these are the
requirements of the current era and profession.
Teachers' professional competence, along with their orientation and inclination to a certain
profession, also serves as an integral characteristic of their personality. It is no secret to the
scientific community that in many scientific studies, the term "competence" is generally used, in
particular, "professional competence", and in some cases, "teacher competence".
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However, their precise definitions, in particular, brief information or specific observations about
the factors and conditions for the formation of "pedagogical competence" are still lacking.
L.M. Mitina explains the term "pedagogical competence" as "a harmonious combination of
knowledge about the subject, teaching methods and didactics, pedagogical communication skills
and qualifications, as well as methods and means of self-development, self-improvement, and
self-realization," and emphasizes that there are three leading factors in its structure (active,
communicative, and personal).
We also agree with this scholar's reasoning and accept it as a theoretical basis. We believe that
there are three factors that determine the level of development of the pedagogical competence of
a future English teacher, identified in the course of the research and tested in experimental work:
a) functional or special competence (a set of knowledge, skills, qualifications and individual
methods of implementing pedagogical practice);
b) personal or professional competence (a set of knowledge, skills and qualifications for
professional self-improvement, independent and continuous self-study, and ultimately self-
realization);
v) communicative competence (related to the implementation of pedagogical activities
a set of knowledge, skills and competencies).
We emphasize that active and personal structures of pedagogical competence are the priority in
the development of linguistic competence of the future English language teacher.
1.
Below, we will briefly touch on each of the highlighted factors of the development of
pedagogical competence in future English language teachers based on the author's approach.
2.
The functional competence of an English teacher. It is aimed at acquiring knowledge,
skills, abilities and individual methods for independent and sensitive learning of the English
language. Functional competence, first of all, includes all linguistic knowledge relevant to the
field.
3.
Learning English independently and responsibly is not possible without a solid grasp
of the content and subject matter of the language.
The content of English language teaching in pedagogic higher education institutions should be
constantly updated so that, firstly, it does not fall behind the achievements of the English
language science, and secondly, it corresponds to the needs of the society. Currently, it is
important to choose the content that requires a fundamental approach, That is, the content of
education should include everything necessary for the development of the learner, satisfying his
or her needs, and enabling him or her to independently determine himself or herself.
In addition, it is necessary to know the criteria and signs of choosing the content of English
language teaching, more precisely, the laws of learning and teaching this language. Responsible
organization of English language teaching requires content differentiation, individualization and
optimization.
It should include the foundations for awakening and developing personal qualities. The
content of teaching English is not a fixed, but a constantly improving educational foundation,
which is once again confirmed by the fact that the majority of the population of countries around
the world has adopted this language as the state language and is actively used in the education
system.
It should include the foundations for awakening and developing personal qualities. The
content of teaching English is not a fixed, but a constantly improving educational foundation,
which is once again confirmed by the fact that the majority of the population of countries around
the world has adopted this language as the state language and is actively used in the education
system.
Knowledge must be combined with understanding, and in order to acquire knowledge, it is
necessary to understand it in its essence. The teacher's task is to ensure understanding of
knowledge, and for this, he must first of all have a mastery of the methodology of teaching
English.
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The content of the lesson should be understood in its essence, not in isolation from the means
of description, that is, the teaching methodology. Thus, the level of mastery of functional
competencies is determined by the level of mastery of the content and teaching methodology.
There are certain reasons for emphasizing these considerations: in order to complete our
scientific research for the degree of Doctor of Philosophy (PhD) in pedagogical sciences, we
conducted a number of experimental studies at TashDPU, Jizzakh, and Kokand State
Pedagogical Institutes.
In order to assess the knowledge of students in the subject of English and draw appropriate
conclusions, a special course was organized for the training of future English teachers in
specialized subjects. To achieve the goal set in this special course, special attention was paid,
first of all, to the methodological and linguistic analysis approach.
We took part as an active participant in the organization of the educational process without ever
denying the system of knowledge, skills and qualifications, carefully mastering the methodology
of activities and linguistic competences in English language teaching.
Ultimately, we have firmly established that one of the primary factors in developing
pedagogical competence in future English teachers is functional or specific competence.
4. Personal or professional competence of an English teacher. This competence refers to the
ability of a teacher in the field to achieve professional self-improvement and self-realization. A
person's need for self-improvement and self-realization is considered a person's highest need, in
accordance with the idea put forward by A. Maslow, namely the concept of self-actualization of
the individual.
Self-actualization of a person means a person's work on self-realization, an attempt to realize his
potential. A. Maslov offered the following interpretation of personality:
Man is inherently good and capable of self-improvement, man is a conscious and intelligent
creator, and the very essence of man constantly directs him towards personal growth and
creativity. In his opinion, the tendency to independent activity constitutes the essence and core of
the personality.
Based on our experiences in pedagogical activities, we would like to emphasize: the following
factors, which were successful in the experimental work of our research, play a decisive role in
building a model for the development of pedagogical competence of a future English teacher:
a) professional-pedagogical competence is understood as a harmonious combination of linguistic
knowledge, English language teaching methodology and didactics, pedagogical communication
(skills and qualifications), culture, methods and means of self-development, self-improvement,
and self-determination;
b) The professional and pedagogical competence of a future English teacher, as noted above,
consists of the following three components: functional (knowledge, skills, qualifications, and
individual methods of implementing pedagogical activities with initiative and responsibility in
teaching English to students of general secondary schools, academic lyceums, and vocational
colleges);
personal (need for self-development, knowledge, skills and abilities related to self-improvement);
communicative (methods of creative implementation of knowledge, skills, competence and
pedagogical communication);
v) formation of professional competence in pedagogical institutions of higher education is
carried out in a series of stages, from internal "I-real" and "myideal" in the profession of an
English teacher to elimination of imbalances;
g) the formation of professional and pedagogical competence in a future English teacher is
carried out through two interconnected stages, namely gnostic and practical, which must be taken
into account when organizing teaching;
d) the professional self-development of the future English teacher has a creative nature, therefore,
as a subject of pedagogical work, it is necessary to organize an educational process that provides
the student with a free choice of his existing opportunities.
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We would like to emphasize that in the context of the formation of the personal and professional
competence of the future English language teacher, the role of speech competence, which serves
to implement pedagogical communication, is special.
The final conclusions of the work carried out at the experimental sites show that it was found
that many areas of professional activity in which graduates of pedagogical universities have to
work in certain tasks are associated with interpersonal pedagogical communication, which
actively affects a person.
The connection between the student's speech culture, general culture and the opportunities for
full-fledged education and the prospects for spiritual, social and professional growth is beyond
doubt. As the linguist A.A. Potebnya rightly noted, "in speech a person finds a new world that is
not external and alien to the soul, but has already been processed and assimilated by someone
else's soul. without exchanging words, a person morally falls asleep in all kinds of external
excitement."
At this point, I would like to emphasize that the humanism and anthropocentrism of the modern
educational process implies paying special attention to language and speech, because it is in
them and only through them that a student can be formed as a specialist.
Speech is not only a mirror of the student, but also a component of his activity, which determines
his personal, mental essence.
According to the opinions of Methodist scientists in the scientific and methodical literature,
modern graduates of pedagogical universities should not only be educated, able to analyze and
solve complex problem situations, but also pay attention to their speech culture, which is an
important component of their professional and personal development.
We believe that this rule also applies to graduates of the English language department.
As methodologist M.P. Manaenkova emphasizes, the need to form speech competence in all
aspects of the world education system is becoming increasingly urgent. In many ways, this
relevance is justified by the fact that the educational process and the development of speech and
thinking activity as a result of it ensure the successful socialization of the individual,
It shows the need for acceptance by society when it seeks to manifest itself with its own
characteristics and differences. It should be emphasized that here the connection between the
student's speech culture, his general culture, opportunities for full-fledged education and
prospects for spiritual, social and professional growth undoubtedly takes the lead.It is impossible
to form a knowledgeable person, especially a future English teacher, as a specialist without
familiarizing yourself with the speech culture of society, therefore, today the main task of all
academic disciplines and classes that make up the humanitarian educational environment is
aimed at forming speech competence in students of the field.
During the research, we took into account that the problem under discussion has not been
scientifically studied in pedagogical science, therefore, we have devoted a separate section in the
third chapter of our research to the problems of speech competence of future English language
teachers, and we considered it necessary to present our relevant observations in it.
Thus, speech competence is one of the main personal and professional competences of a future
English language teacher, so the issues of its formation and development require special attention
in the modern education system, especially in the pedagogical directions of higher education.
3. Communicative competence of an English teacher. According to E.G. Azimov and A.N.
Shchukin, communicative competence is the ability to solve communication problems relevant to
everyday, educational, industrial and cultural life through a foreign language; to achieve
communication goals using language and speech tools.Agreeing with this opinion, we would like
to emphasize the following based on the author's approach: communicative competence is the
ability to communicate with people in society in one's native language, the official language of
the country in which one lives, and foreign languages, to express one's thoughts clearly and
intelligibly both orally and in writing,being able to ask questions logically and give reasonable
and correct answers to the questions asked, being able to adapt to the communication situation,
being able to follow the culture of communication during the communication process, being able
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to defend one's point of view while respecting the opinion of the interlocutor, being able to
convince the interlocutor, being able to control oneself in conflict situations,It encompasses
many aspects, such as making appropriate decisions when resolving problems and conflicts.In
the scientific-theoretical and methodological literature, we have observed that the opinions of
foreign scholars on this issue are diverse. Yu. Zhukov, in order to show the basic, important
nature of communicative competence, calls it metacompetence or “core competence”. According
to other scholars, this type of competence is included in social, professional, interpersonal
competence and connects them with each other.At the same time, professional social and
interpersonal competence are interpreted as components of communicative competence. In this
regard, we support the view that communicative competence is one of the main factors that
determine the effectiveness of a person's interaction with the world around him in all its aspects.
In conducting our research, we first of all took into account that communicative
competence is the leading factor in the formation of the linguistic competence of a future English
teacher. Based on the requirements for its competence, we tried to identify linguistic and
pedagogical-psychological factors.
In our opinion, these factors are: knowledge of the lexicon of the field; the development of oral
speech (clear and correct speaking); development of written speech; compliance with ethics and
communication ethics; mastery of communication tactics and strategies; to know the specific
characteristics and problems of the dialogue participants;
being able to analyze external signals (div and facial expressions, tone of voice); preventing
conflicts; self-confidence; being able to listen to others; mastering public speaking skills;
mastering the skills of organizing and conducting discussions; being able to empathize with
others (sympathy); understanding the interests of others, and others.
These components of communicative competence, which we have identified during our research
and repeatedly tested in experimental work, can be characterized mainly by pedagogical and
psychological aspects, while at the same time confirming that these components are not the same
in all areas of this competence.
We have clearly observed and acknowledged this in the process of developing the linguistic
competence of English teachers.
References:
1. Mitina L. M. Psychology of labor and professional development of the teacher. - M.:
Academy. - 2004. - 320 p.
2. Maslov A. Self-actualization // Psychology of personality. - M. - 1982.
3. Potebnya A. A. Word and myth. M., 1989. - 17 p.
4. Manaenkova M. P. Speech competence - a mirror of the spiritual culture of man // Socio-
economic phenomena and processes. Tambov, 2013. No. 5. P. 273-275.
5. Azimov, E. G., Shchukin, A. N. New dictionary of methodological terms and concepts (theory
and practice of teaching languages). - Moscow: IKAR, 2009. - 210 p.
6. Zhukov V. P. Semantics of phraseological units. – M.: Education, 1978.-160 p.
7. Adolf V. A. Theoretical foundations of formation of professional competence of a teacher:
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