SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
142
PEDAGOGICAL CHARACTERISTICS OF PROFESSIONAL CULTURE
FORMATION IN FUTURE TEACHERS
Ibragimova Shakhnoza Tulkinovna
PhD student of Bukhara State Pedagogical Institute, Uzbekistan
https://doi.org/10.5281/zenodo.12602816
Abstract:
This article talks about today's importance, relevance and
pedagogical features of the formation of professional culture in future teachers.
Keywords:
professional culture, professionalism, pedagogical activity,
modernity, moral maturity, professional training.
The role of pedagogical personnel in the democratic state and civil society
being established in Uzbekistan is incomparable. Because this category of staff is
responsible for properly educating the young generation. In this sense, it is an
urgent issue to develop the professional culture of future teachers in the process
of higher pedagogical education.
In the conditions of a democratic society and a market economy, the duties
of a teacher are expanding and, as a result, his professional responsibilities are
increasing. In this sense, it is observed that the teacher's professional culture
responds to modern needs and becomes the basis for solving problems in the
educational process.
The teacher's professional culture is a practical phenomenon, which is
manifested in all aspects of the teacher's activity. For this reason, special
attention is being paid to the requirements for teachers in all styles. Because, in
order to satisfy and respond to such demands, the professional culture of the
teacher is formed. Professionalism, knowledge and modernity play an important
role in the teacher's professional culture. The structure of these components can
be defined as follows:
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
143
Form 1.
Components of teacher's professional culture.
Accepting the professional culture of a modern teacher in such a system of
components is not without reasons. Because it is the profession, knowledge, and
time factors that meet the demands and needs of the teacher's work. For
example, a number of requirements are set for the teacher in the educational
regulatory documents, or many approaches are described in scientific research.
However, all of them meet the following requirements stipulated in the Law of
the Republic of Uzbekistan "On Education":
Having relevant professional knowledge;
To have professional training;
Having moral qualities;
Not prohibited from working in educational institutions by a court
verdict.[1]
Of course, these demands have grounds. However, the main issue is to
prepare teachers who will respond to them. For this reason, the structure and
structure of the culture of the teaching profession is expanding. It is a product of
the development of the era. When the time comes, it should be noted that the
demands placed on teachers by types of education attract attention due to their
specific characteristics.
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
144
It is perceived that the professional culture of the teacher of the present time
has the characteristic of generality. It combines individual and general qualities.
In this sense, we are of the opinion that competence, competence and
assessment components are the priority in the teacher's professional culture.
Note:
Figure 2.
Content of teacher's professional culture
Professional competence in teacher culture encompasses the components
of maturity, mastery, and role model in one's field. This skill is theoretically
formed in the process of higher education and improves in pedagogical activity.
Therefore, it is appropriate to evaluate the professional maturity of the teacher
according to the level of activity. We can no longer demand literal professional
maturity from a young teacher, we expect a relatively high level of character
maturity.
Ethical competence includes knowledge, moral virtue and democratic
attitude in the professional culture of the teacher. The teacher's moral
competence begins to manifest itself in the process of higher education and
improves during the activity. In this place, we have the right to expect moral
competence and virtue from the young teacher. The process of higher education
only theoretically strengthens the teacher's moral competence. Sometimes it can
perform a correctional task, but the higher education process performs an
important task in the matter of professional orientation of moral competence.
Being able to evaluate one's own activity in the teacher's professional
culture embodies the components of creativity, technology, competence and
efficiency. A teacher's ability to control his own work or dissatisfaction with his
work is an important basis for the evaluation process. Currently, evaluation of
teacher's activity by external forces is widespread, which is one side of the
problem. The main issue is that it is important for the teacher to be able to
evaluate his own work. It is at this point that the teacher's professional maturity
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
145
and moral competence are revealed. The level of professional culture is
determined as a result of the assessment. [2]
After all, we accept professional maturity, moral competence and
performance evaluation as the main components of the professional culture of a
modern teacher. In this case, the process of higher education performs the
function of formation of professional culture, theoretical guidance and
correction to a certain extent. The practical activity of the teacher ensures the
manifestation of professional culture, the strengthening of skills and the
emergence of experience. It is appropriate to expect professional culture from a
teacher with five years or more of practical experience.
Thus, the characteristic of the modern teacher is dynamic
it attracts attention. The following conclusions can be drawn in this
matter:
firstly,
the components of professionalism, knowledge and modernity
occupy an important place in the content of the teacher's professional culture;
secondly,
in the content of the teacher's professional culture, the components of
professional competence, moral competence and activity evaluation are the
priority in the teacher's professional culture.
References:
1.
O‘zbekiston Respublikasi “Ta’lim to‘g‘risida”gi Qonuni.// Oliy ta’lim
me’yoriy-huquqiy hujjatlar to‘plami.-T.:Istiqlol. 2020. 5-modda
2.
A.Abduaxadov. Pedagogik mahorat asoslari. Ma’ruzalar matni. Toshkent,
2009 yil.
3.
B.Ziyomuhammadov. Pedagogika. O`quv qo`llanma. Toshkent, 2006 yil.
4.
Ishmuhamedov R.J., Yuldashev M.A. Ta’lim va tarbiyada innovatson
pedagogik texnoogiyalar (ta’lim tizimi xodimlari, metodistlar, o`qituvchilar,
tarbiyachi va murabbiylar uchun o`quv qo`llanma) - T. 2017, Z68 b .
5.
Зеер
Э.Ф.
Психолого-дидактические
конструкты
качества
профессионалного образования. // М.: "Образование и наука" журнали.
2002. №2. С. -14.
6.
Muslimov N.A. va boshkalar. Kasb ta’limi o`qituvchilarining kasbiy
kompetentligini shakllantirish texnologiyasi. / Monografiya. - T.: "Fan va
texnologiya" nashriyoti, 2013. 76-81 b.
7.
Маркова
А.К.
Психологический
анализ
профессиональной
компетентностиучителя // Советская педагогика. – 1990. – № 8. – С. 82-88.
