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REQUIREMENTS FOR TEACHERS IN TODAY'S INNOVATIVE ERA
Durnazarova Dilyafruz Dauirxan qızı
Student of Karakalpak State University
Jangabaeva Aqsungul Maxmudovna
Student of Karakalpak State University
Usnaddinova Nargiza Aleuetdin qizi
Student of Karakalpak State University
Esbergenova Dilafruza Azatbay qizi
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15552914
Abstract. This study provides information on modern methods of developing teachers'
professional skills based on the conditions of the current state of modern education based on
intonational pedagogical approaches. It also provides information on the importance of
educational methods in improving teachers' professional potential and pedagogical skills.
Keywords: Higher education, teacher, pedagogical skills, professional potential,
modern education, innovative pedagogical methods.
BUGUNGI KUNDAGI INNOVATSION ZAMONDA O’QITUVCHIGA QO’YILGAN
TALABLAR
Annotatsiya. Ushbu tadqiqotda hozirgi kunga kelib zamonaviy ta’limda innotasion
pedagogik yondashuvlarga asoslangan sharoitlardan kelib chiqqan holda o’qituvchining
kasbiy ko’nikmalarini shakllantirishning zamonaviy metodikasi haqida ma’lumotlar keltirib
o’tilgan. Shuningdek, o’qituvchilarning kasbiy salohiyati va pedagogik mahoratini oshirishda
ta’lim metodlarining ahamiyati haqida ma’lumotlar berilgan.
Kalit so’zlar: Oliy ta’lim, o’qituvchi, pedagogik mahorat, kasbiy salohiyat, zamonaviy
ta’lim, innovatsion pedagogik metodlar.
Introduction
The professional formation of a teacher begins in the process of receiving professional
education at a higher educational institution. The curricula and subject programs of pedagogical
universities provide for the teaching of the secrets of this profession to future teachers,
imparting scientific knowledge, providing information about the teaching profession, and
developing skills. Seminars, practical and laboratory classes in subjects during the educational
process allow not only to consolidate theoretical knowledge and turn them into skills, but also
to apply them in practical work. Such classes instill a sense of confidence that the chosen
profession is the right one. The pedagogical community at school plays a major role in the
professional formation of a teacher after graduation. One of the main tasks of the school
management is to assign experienced teachers to young teachers, observe their lessons, and
involve them in methodological work. As the teacher gradually masters his profession, he also
promotes pedagogical knowledge among parents. In this way, his professional formation also
improves. It depends on the young teacher himself whether he can master the teaching
profession and pedagogical skills, enter the school teaching team and find his place in it. Not
turning away from the help of the team, not losing heart when facing difficulties, being able to
see his mistakes and try to eliminate them, indicates his formation as a teacher. At the same
time, the professional formation of a teacher is inextricably linked to self-education, constant
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work on himself and timely improvement of his qualifications. All these are an integral part of
professional qualities. The theoretical and methodological arming of the education system
aimed at the comprehensive development of the personality is today defined as the main goal
of pedagogical science. Successfully fulfilling the high, but honorable tasks described above
requires high professional skills, knowledge and a broad outlook from each pedagogical worker.
Pedagogical skill is the highest example of a teacher's creativity, which is formed over the years.
Its acquisition of high skill is an extremely complex process and is one of the most pressing
problems of pedagogical science. Along with the many qualities inherent in the teaching
profession, the acquisition of pedagogical skill is of great importance. Only a teacher with high
pedagogical skill can be competent and talented in his profession. To work successfully, every
teacher must have high pedagogical skill and a broad outlook. Only then will he achieve great
results with little effort, and creativity will always be his companion. Only a person capable of
pedagogical work and talented can have pedagogical skill. For pedagogical activity to be
effective, a teacher must have a deep knowledge of his subject, have an understanding of related
subjects, be able to explain the educational material in a way that is understandable to students,
arouse interest in independent active thinking in students, take into account the level of
knowledge, maturity and mentality of students, be able to imagine what they know and what
they do not know yet. A capable, experienced teacher can put himself in the shoes of a student,
he works on the basis that what is clear and understandable to adults may be difficult and
abstract for students. Therefore, he thinks out and plans the character and form of the
presentation separately. The teacher must conduct psychological observations related to the
ability to penetrate the student's inner world, to understand the student's personality and his
temporary mental states very well. Such a teacher quickly understands even the most subtle
changes in the student's psyche. Speech in a teacher is the ability to clearly and clearly express
his thoughts and feelings. This is very important for the teaching profession. The teacher's
speech should be clear, lively, figurative, bright in pronunciation, expressive, emotional, and
should not contain stylistic, grammatical, or phonetic defects. The teacher's reputation is to have
a direct emotional and volitional impact on students and to gain reputation on this basis.
Reputation is gained not only on this basis, but also on the basis of the teacher's good knowledge
of the subject, kindness, gentleness, etc. It also depends on feeling responsible for educating
and nurturing students, believing that one is right, and being able to convey this belief to
students. The qualities inherent in the teaching profession, that is, high pedagogical skills, are
not formed in him at once. It develops on the basis of constant work on oneself, research and
skills. The acquisition of high professional skills by a teacher is carried out directly through the
system of continuous education. Advanced training, which occupies a key place in the system
of continuous education, allows for the analysis of student activity and provides him with
promising directions. The current era requires a teacher to correctly understand the
requirements of advanced pedagogical technologies of teaching, to be proactive, to be aware of
innovations in his subject and to be able to implement them in his lessons. The education system
in our country reveals special requirements and special pedagogical relations for a fair and
effective educational process. This process is fundamentally different in content and essence
from the previous one. This requires the cooperation of students, teachers, families, and
communities in the field of education towards one goal, namely, mastering the requirements of
the state educational standard and achieving results that exceed its standards. The task of
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educating socially active, highly spiritual youth who are creative, independent thinkers, and
who are able to apply advanced pedagogical technologies to the educational process, increase
the effectiveness of education, and put scientific achievements into practice is of great
importance. In order to provide young people with knowledge that meets the requirements of
the times, a teacher must first be armed with such knowledge himself. After all, the basis of
success in the system is determined by the quality of the teaching process organized in schools.
Providing students with sufficient knowledge during school hours, improving their life skills
and forming their qualifications depends on the professional skills of the teacher. By teaching
students to express their own opinions, choose their own direction and prove their views, and
defend them when necessary, the result of the educational content is that young people are able
to form skills to prepare for an independent life. The development of communicative skills
through personalized educational technologies is taken into account in the editorial process,
where students act as the main subject. In this process, they strive to demonstrate
communicative activity to their peers, activate communicative skills, and master a culture of
interpersonal communication. At the same time, students independently seek ways to achieve
these goals. Our observations have shown that education is the main driving force in developing
students' communicative skills through personalized learning technologies, and it is necessary
to arm it with pedagogical theory to prepare it for this process. It became clear that there is a
need to develop relevant scientific and methodological recommendations in order to identify
the pedagogical conditions for developing students' communicative skills through personalized
learning technologies, collect, classify existing approaches, concepts, views, and teachings in
this area, and introduce them into teaching activities.
Studies conducted in the world and in our republic on the development of students'
communicative skills through educational technologies introduced to teachers show that today,
it is necessary to organize teacher-student cooperation, manage the pedagogical process, study
irregular phenomena in the pedagogical process, and study the issues of new interpretations of
the world within the framework of synergy. There is a need to organize the content of education
based on European international standards and to study issues aimed at developing the general,
specific, professional and personal competence of specialists.
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