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DEVELOPMENT OF PROFESSIONAL COMPETENCE OF A FUTURE PRIMARY
TEACHER THROUGH INCORPORATED APPROACHES
Jurayeva Dilnoz Rakhmidinovna
Teacher, Department of Primary Education, Bukhara State Pedagogical Institute
https://orcid.org/my-orcid?orcid=0009-0007-4008-2521.
https://doi.org/10.5281/zenodo.15093726
Abstract.
This article is currently being widely discussed about the incorporation of
primary education. This concept is characterized by the perception of the world around a young
schoolchild as a whole, not by the names of natural sciences, Russian, mathematics, reading
literacy and other academic subjects, but by the interest in the variety of sounds, colors, sizes of
objects in the world around him. One of the methods that significantly affects the growth of a
teacher's pedagogical skills, his qualifications, pedagogical abilities, and pedagogical
competence is the improvement of continuous professional education. This article discusses
professional competencies, methodological competence, its components, the tasks of
methodological competence and how this competence can be formed in primary school teachers.
Keywords:
lesson, technology, object, education system, educational foundation,
information, competence, primary school, education, methodology, competence, professional
competence, methodological competence, method, tool, qualification, activity
criterion.
РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ БУДУЩЕГО
УЧИТЕЛЯ НАЧАЛЬНЫХ КЛАССОВ НА ОСНОВЕ ИНКОПОРИРОВАННЫХ
ПОДХОДОВ
Аннотация.
В настоящее время широко обсуждается статья об инкорпорации
начального образования. Данная концепция характеризуется восприятием окружающего
мира младшим школьником как целостного целого, не по названиям естественных наук,
русского языка, математики, грамотности чтения и других учебных предметов, а
интересом к многообразию звуков, цветов, размеров предметов окружающего мира.
Одним из методов, существенно влияющих на рост педагогического мастерства
учителя,
его
квалификации,
педагогических
способностей,
педагогической
компетентности, является совершенствование непрерывного профессионального
образования.
В
статье
рассматриваются
профессиональные
компетенции,
методическая компетентность, ее компоненты, задачи методической компетентности
и пути формирования этой компетентности у учителей начальных классов.
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Ключевые
слова:
урок,
технология,
объект,
система
образования,
образовательная основа, информация, компетентность, начальная школа, образование,
методика, компетентность, профессиональная компетентность, методическая
компетентность, метод, инструмент, квалификация, критерий деятельности.
Introduction.
Incorporation is an interdisciplinary connection. The foundations of
interdisciplinary connection arose from the need to fully demonstrate and explain nature in
textbooks. K.D.Ushensky had a great influence on the development of the theory of
interdisciplinary connection. Kh.V.Stoyunin, N.F.Bunakov, V.I.Vodovozov and other educators
worked effectively on the development of this methodology. The importance of interdisciplinary
communication and integration in teaching and upbringing in schools is considered by many
pedagogical scientists. In primary grades, good results are achieved even if the lessons of the
native language, reading, mathematics, technology are incorporated. In this case, the student
understands the lesson well.
In a context where the methodological competence of future primary school teachers is
constantly changing in our country, it is important to study advanced foreign experiences and
develop a technology and didactic basis for developing their methodological competence in a
higher educational institution, to improve pedagogical conditions, content and structure, criteria
for improvement and levels of formation, form, method, means, model, and the effectiveness of
teaching quality, as well as to develop theoretical and practical foundations for developing
methodological competence in future primary school teachers in a higher pedagogical
educational institution.
The main part.
Today, it is the task of every teacher to educate students who have
sufficient knowledge and can apply their knowledge in practice, who can independently express
their opinion on each topic, and who have a sufficient information reserve. The advantage of
information and communication technologies is that they teach students to think independently,
expand their worldview, listen and observe, strive and search, develop thinking, and work
independently on themselves. The teacher and the student work together. Today, students, in
addition to having sufficient knowledge, must also be able to apply it in practice. If the level of
readiness for independent work with books, textbooks and other literature on the basis of the
differentiation of the primary school class and the active formation of interests at the junior
school age require, then some general concepts that are the objects of study of various subjects
can be deepened, clarified and expanded, as the basis for integration. The main goal of
integrating education is to form a good idea of nature and society in the primary grades and to
direct them to express their attitude to the laws of their development.
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Therefore, it is important for a primary school student to see a subject or event from
several angles. Teaching intra- and inter-subject relationships in mastering basic subjects and
understanding the laws of everything in the world is the methodological basis of the approach to
integrating education. This can be achieved by repeatedly returning to the concepts of different
lessons, deepening and enriching them, and identifying important signs that are understandable
to this age. Thus, any lesson that is well-formed, has a structured and conducted order, and
includes a group of concepts related to this subject can be taken as the basis for integration. The
formation of various types of thinking skills in primary school students is the basis of
integration. Establishing intra- and inter-subject connections in mastering basic sciences and
understanding the laws of everything in the world is the methodological basis of the approach to
integrating education. This can be achieved by repeatedly returning to the concepts of different
lessons, deepening and enriching them, and identifying important signs that are understandable
to this age. Thus, any lesson that includes a group of concepts related to this subject can be taken
as the basis for integration. Today, the requirements arising from the development of science and
enormous changes in production pose new challenges to school education. We also see this in
the resolutions and decrees of our esteemed President Sh.M. Mirziyoyev on education. The task
of the teacher himself, which was also reflected in the “4th direction of the Action Strategy”
adopted on February 7, 2017, is carried out by the teacher himself. He teaches students
technology, arithmetic, writing, nature and many basic concepts. He does this work to the best of
his ability. In the primary school, it is appropriate to see integration as a combination of
disciplines that are relatively close to each other. At the next stages of education, he tries to
combine the boundaries of the main disciplines.
It is necessary to take into account the presence of positive and negative factors in the
integration of primary education. These factors determine the methods of integration. According
to our scientists, integration is one of the didactic principles and occupies a leading place among
them. Such a concept creates the need to once again consider the issue of integration in the
education system, the issue of intersubject continuity and connection. The introduction of
integration into the education system is one of the main tools for solving educational and
upbringing tasks between the school and the community. Integrated lessons teach children to
naturally understand the unity of the worldview, the continuity of events. Integration is the
convergence and interconnection of disciplines during the differential process. The integration
process is a stage of new, high-quality interconnection of disciplines, which manifests itself in a
higher form. It should be noted that the foundations of the integration process are based on
ancient folk pedagogy and scientific pedagogy.
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Competence is a set of interdependent qualities of a person (knowledge, abilities, skills,
methods of activity) established in relation to a certain range of objects and processes, necessary
for qualitative and effective action in relation to them. Competence is the possession of the
appropriate competence by a person, his possession of it, including his personal attitude and
subject of activity. Competence is the ability to be competent, to mobilize the acquired
knowledge and experience in a given situation. Professionalism is the achievement of high
standards in the implementation of several aspects of pedagogical work (activity,
communication, personality of the teacher). Professionalism is understood as a special property
of people to systematically, efficiently and confidently perform complex activities in various
conditions. To possess professional skills, you need the appropriate abilities, desire and
character, a willingness to constantly learn and improve your skills. A necessary component of a
person's professionalism is professional competence. The professional competence of a teacher is
a multifactorial phenomenon, which includes the system of theoretical knowledge of the teacher
and the methods of applying them in specific pedagogical situations, the value orientations of the
teacher, as well as integral indicators of his culture.
A competent teacher combines a high level of professional, pedagogical, psychological
and social qualities. Thus, the professional competence of a teacher is a combination of
professional (special, methodological, psychological and pedagogical training), creativity
(creativity of relationships, the educational process itself, the appropriate use of tools,
techniques, teaching methods) and artistry (acting and oratory). Today, it is becoming clear that
it is not possible to “assemble” a qualified specialist from a simple set of knowledge. A new
image of a teacher has emerged: a researcher, a teacher, a consultant, a project manager.
Therefore, teachers need to improve their professional competence from year to year,
lesson by lesson.
Discussions and results.
Incorporation of related subjects in the educational process
accelerates the reception of information generated in the student's mind and imagination. As a
result, the ability to assimilate new information, logically understand it, and discuss it
intellectually expands. If this method is used in the oral presentation of a new topic in the form
of lectures, not only will students be actively engaged in learning, but they will also develop a
sense of interest. Technology lessons can be linked to all subjects taught at school. In practice,
labor education lessons are more often linked to subjects such as drawing, fine arts, mathematics,
physics, native language and literature, basics of computer science, chemistry, history, physical
education, biology, and geography.
Conclusion.
One of the leading principles determining the prosperity of the nation and
the perfection of humanity is education and upbringing.
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In today's developing society, special attention is paid to reforms aimed at radically
improving school education, increasing its efficiency, and creating conditions worthy of
teachers. One of the pressing issues is the formation of skills, qualifications, and competencies at
a high level, along with improving the quality of knowledge in students. It is important to view
the student as a subject of the process, to enter into the process with them by deeply analyzing
each of their problems and opportunities. The role of the teacher in educating a student who can
adequately meet world standards is incomparable. Today, in the process of implementing the
requirements of the era, the training of highly qualified pedagogical personnel is put on the
agenda as an important problem. Therefore, based on these requirements, the training of
knowledgeable, independent thinkers, creative seekers, highly qualified, cultured, and experts in
various fields is an urgent problem. Among the conditions for the development of a new model
of personality recognized by the law, its development into a person with deep knowledge, and its
perfection, psychology's own methods and rules seem to be insufficient in applying the teacher's
professional and methodological competence to educational and upbringing processes.
Accordingly, it is necessary to study, starting from the development trends in the younger
generation's educational periods, the assimilation of new teaching technologies by the learner
and how they affect his mental and intellectual abilities, and to combine the methods of
psychology with didactic methods. For this, a future teacher is required to have a high level of
methodological competence, especially socio-psychological competence related to the ability to
correctly assess the psychology of the learner and the educator in different conditions. The
integration of technology with other disciplines provides educational opportunities that were not
possible a few years ago. Technology has the potential to create interactive and engaging
learning experiences that provide students with a deeper understanding of a variety of subjects.
Teachers should embrace technology in their lesson plans and strive to learn the latest
developments in educational technology. By recognizing the potential of technology, teachers
can create an environment that encourages student engagement, resulting in improved learning
outcomes. Technology has fundamentally changed the way we approach learning and has
provided students and teachers with tools to make learning more engaging and effective.
Integrating technology with other subjects helps students develop creativity, critical thinking
skills, and teamwork. It offers a more interactive and personalized learning experience and
prepares students for an increasingly technological world. Therefore, teachers need to continue
to incorporate technology into their lesson plans to prepare students for future success.
In conclusion, it should be noted that in order to organize the quality of the educational
process at a high level, it is necessary, first of all, to develop the professional competence of
primary school teachers.
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Indeed, the initial knowledge acquired by students serves as the basis for all knowledge at
subsequent stages. Initial knowledge plays an important role not only in the formation of a
student's place in school, but also in the formation of a person with his own place in society.
Therefore, improving the professional competence of future primary school teachers
should become a priority task. If we give recommendations that serve to implement this process:
develop methodological manuals and textbooks that will serve to increase the professional
competence of future primary school teachers; create all the necessary conditions and amenities
for future primary school teachers; develop a system of methods, techniques and tasks that will
help develop professional competence; In organizing the process, while ensuring the harmony of
theory and practice, greater attention should be paid to aspects that develop methodological,
pedagogical, psychological, personal, innovative, and communicative competencies.
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