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The importance of professional data in the professional
formation of a modern teacher in the public education
system
Dilobar ILMURODOVA
1
Karshi branch of Tashkent University of Information Technologies named after Muhammad
al-Khorezmi
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
30 January 2022
Accepted 20 February 2022
Available online
15 March 2022
This article describes the scope of ICT competencies that a
modern educator must possess to improve the quality of
education, as well as the important ways in which he or she can
develop professionally.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss2/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
competence,
information competence,
competencies,
ICT competencies,
computer literacy.
Xalq ta’limi tizimida zamonaviy o‘
qituvchining kasbiy
shakllanishida akt vakolatlarining ahamiyati
ANNOTATSIYA
Kalit so‘zlar
:
kompetensiya,
axborot kompetensiyasi,
vakolatlar,
AKT vakolatlari,
kompyuter savodxonligi.
Ushbu maqolada zamonaviy pedagogning ta’lim sifatini
oshirish uchun egallashi lozim bo‘lgan AKT
vakolatlari doirasi
hamda uning kasbiy shakllanishi uchun muhim usullar keltirib
o‘tilgan.
1
researcher, lecturer, Karshi branch of the Tashkent University of Information Technologies named after
Muhammad al-Khwarizmi, Kashkadarya, Uzbekistan
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
179
Важность
профессиональных
данных
в
профессиональном формировании современного учителя
в системе общественного образования
АННОТАЦИЯ
Ключевые слова:
компетентность,
информационная
компетентность,
компетенции,
ИКТ компетенции,
компьютерная
грамотность.
В этой статье описывается объем ИКТ
-
компетенций,
которыми должен обладать современный педагог для
повышения качества образования, а также важные пути, с
помощью которых он или она может развиваться
профессионально.
Nowadays, when information has become a strategic source of society
development and knowledge is a relative and unreliable subject as it quickly becomes
obsolete and requires constant updating in the information society, it becomes clear that
modern education is a continuous process. One of the requirements of a modern science
teacher is the potential of ICT. Using computer technology can increase students' interest
in science and make lessons more interesting, thoughtful, and dynamic.
T.Yu. Bazarov defines
“
competence
”
as a set of interrelated skills and abilities that
provide effective solutions to a particular class of problems (types of situations) and
identifies several types:
•
Standard competencies are a set of interrelated skills and competencies that
allow you to solve common typical tasks.
•
core competencies
–
a set of interrelated skills and competencies that allow you
to solve problems that are unusual for many situations.
•
Leadership
–
the ability to succeed in the future and effectively solve tasks
(situations) in a competitive environment
There are different approaches to classifying types of competencies. For example,
N.A. Muslimov and M.B. Urazova divide competencies from the point of view of
professional education into the following types:
–
special competence
–
a high enough level of professional activity, the ability to
design further professional development;
–
social competence
–
joint professional activity, cooperation, social responsibility
for the results of their work;
–
personal competence
–
the ability to demonstrate personal independence and
ways of independent development, the ability of the individual to cope with various
problematic situations;
–
individual competence
–
the ability to independently use and develop
individuality in the profession, professional and personal growth, readiness for self-
education and re-education;
–
Key competencies are the individual's intercultural and cross-sectoral
knowledge, skills and abilities required for personal and social adaptation and effective
functioning.
One of the requirements of a modern science teacher is the potential of ICT. Using
computer technology can increase students’ interest in science and make lessons more
interesting, thoughtful, and dynamic.
Жамият
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Society and innovations
Special Issue
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180
At the same time, computers and information technology are firmly entrenched in
the lives of both teachers and students. It is very difficult to imagine a modern world
without computer skills, because computerization has penetrated into all spheres of
activity.
The potential of ICT in education is very important. Modern pedagogy could not
ignore this phenomenon. Accordingly, different interpretations have emerged in science.
Information competence is becoming one of the main priorities of modern general
education goals. Researchers point out that different key competencies need to be
formed at different ages of personality development (e.g., in school childhood
–
primarily
personal and communicative; in school
–
general cultural, educational, cognitive,
informational, communicative; in vocational training
–
semantic value , general cultural,
social and labor, information, communicative, political and social, the powers of a
multicultural society, the ability to learn throughout life and the desire to realize one's
desires). However, there are a number of powers that need to be formed throughout a
person’s life. Information competence also includes such powers.
At the same time, computers and information technology are firmly entrenched in
the lives of both teachers and students. It is very difficult to imagine a modern world
without computer skills, because computerization has penetrated into all spheres of
activity.
The potential of ICT in education is very important. Modern pedagogy could not
ignore this phenomenon. Accordingly, different interpretations have emerged in science.
Information competence is becoming one of the main priorities of modern general
education goals. Researchers point out that different key competencies need to be
formed at different ages of personality development (e.g., in school childhood
–
primarily
personal and communicative; in school
–
general cultural, educational, cognitive,
informational, communicative; in vocational training
–
semantic value , general cultural,
social and labor, information, communicative, political and social, the powers of a
multicultural society, the ability to learn throughout life and the desire to realize one's
desires).
However, there are a number of powers that need to be formed throughout a
person’s life. Inf
ormation competence also includes such powers.
Table 1
Interpretation of ICT competence in pedagogy
V.F. Burmakina
ICT competence is the confident acquisition of all components of ICT
literacy skills to solve problems that arise in education and other
activities.
A.A. Elizarov
ICT Competence This is a set of knowledge, skills and work
experience, and it is the availability of such experience that is crucial in
performing professional functions.
U. Shilova
M.B. Lebedeva
ICT competence is the ability of an individual to solve educational,
domestic and professional tasks using information and communication
technologies.
L.N.Gorbunova and
A.M. Semibrates
The authority of ICT is the willingness and ability of a teacher to use
these technologies independently and responsibly in their professional
activities.
Жамият
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
181
Considering the existing interpretations of the term ICT authority, a general
interpretation can be distinguished:
ICT authority. The ability to use, search for, organize, process, evaluate, as well as
produce and transmit / distribute information using information and communication
technologies is sufficient for successful living and working in this evolving information
society.
In the early days of the spread of information and communication technologies,
ICT competence was adopted as a new component of population literacy (
“
computer
literacy
”
), the acquisition of technical knowledge, computers and skills to use some
“
generally accepted
”
ICT package characterized by the presence of.
These recommendations are based on three approaches to informing schools,
which are related to the relevant stages of professional development of teachers who are
mastering work in an ICT-rich learning environment.
The first approach, the use of ICT, requires teachers to assist in the use of ICT to
increase learning effectiveness.
The second
–
“Knowledge Acquisition” –
requires teachers to help students in-
depth mastery of the content of school subjects, applying the acquired knowledge in
solving complex problems encountered in the real world.
The third
–
“Knowledge Production” –
can require teachers to help students, future
citizens and workers, to produce (produce) new knowledge necessary for the
harmonious development and progress of society.
Table 2
Scope of ICT for teachers
Six modules in each of
the three approaches
Use of ICT
Assimilation of
knowledge
Knowledge
production
Understanding the role
of ICT in education
Get acquainted with
education policy
Understanding
education policy
Starting innovations
Curriculum and
assessment
Basic knowledge
Apply knowledge
Knowledge Society
Skills
Pedagogical practice
Use of ICT
Advanced tasks
sort out
Ability to self-
educate
Hardware and software
for ICT
Basic tools
Sophisticated tools
Common technology
Organization and
management of the
educational process
Traditional forms of
educational work
Collaboration
groups
Organization of
education
Professional
development
Computer literacy
Help and advice
The teacher as a
master of learning
The modern teacher is mastering ICT in several stages, which increases his level of
professional skills. Specialists in pedagogy consider each stage separately. Thus, the first
stage involves the development of information and communication competencies of the
teacher in connection with the organization of teaching students. The second stage is
characterized by the formation of pedagogical ICT competencies related to the
improvement of education in a network-linked pedagogical interaction mode.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
182
ICT
–
competence includes elements that are formed and used in individual
subjects, integrated interdisciplinary projects, extracurricular activities. At the same
time, the development of ICT competence within a separate discipline contributes to the
formation of metasubject ICT competence, which plays a key role in shaping universal
educational movements.
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