THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
188
PROFESSIONAL COMPETENCE OF THE FOREIGN LANGUAGE
TEACHER
Ziyayeva Muhayyo Usmonjonovna
Senior teacher of UzSWLU
https://doi.org/10.5281/zenodo.15782016
The article deals with the concept and content of foreign language
professional competence of university teachers. There is said that foreign
language training specialists should be considered as the goal of further
professional activity. Because one of the important tasks of teaching a
professional foreign language is the formation of specialized competence in the
areas of professional and situational communication, mastering new
professional information through foreign sources.
Keywords:
professional foreign language communicative competence,
professional sphere of communication, professional activity.
Мақолада олий ўқув юртлари ўқитувчиларида касбий компетенцияни
шакллантириш тушунчаси ва усуллари хақида фикр юритилган. Мақолада
айтилишича мутахассисларнинг чет тилларини ўрганиши уларнинг
касбий мақсади хисобланади. Чунки чет тилини ўргатишдан асосий мақсад
касбий жараёнларда мулоқотга кириша олишлик ва чет эл
адабиётларидан керакли билимларни эгаллай олишлик лаёқтини
шакллантиришдир.
Калит сўзлар:
профессионал хорижий тил, коммуникатив салохият,
мулоқот сохаси, профессионал соха, профессионал фаолият.
В статье рассматривается концепция и содержание профессиональной
компетентности преподавателей университетов иностранных языков.
Говорят, что специалисты по обучению иностранному языку следует
рассматривать как цель дальнейшей профессиональной деятельности.
Поскольку одной из важных задач обучения профессиональному
иностранному языку является формирование специализированной
компетенции
в
области
профессиональной
и
ситуационной
коммуникации, овладение новой профессиональной информацией через
иностранные источники.
Ключевые слова
: профессиональная иноязычная коммуникативная
компетентность, профессиональная сфера общения, профессиональная
деятельность.
The concept of "professional competence" of the teacher is treated
differently. According to V.A. Slastenin, professional competence expresses the
unity of the theoretical and practical readiness of the teacher for the
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
189
implementation of pedagogical activity. Professional competence is considered
by other authors as "the personal capabilities and experience of a specialist, his
willingness to make optimal decisions" (V.A. Mezherikov) [5]. The structure of
the professional competence of the teacher of a foreign language can be revealed
through a number of components, in the course of the development of which his
pedagogical thinking and pedagogical qualities develop (K.S. Makhmuryan). The
professional competence of the teacher of a foreign language is an inseparable
unity of the content and structural components, the totality of knowledge, skills,
abilities and abilities realized through the psychological, pedagogical,
methodical, communicative, philological, general cultural, information, social
and managerial competences [4].
G.A. Kitaygorodskaya singles out the following components of the
professional competence of a foreign language teacher:
- methodological competence;
- Psychological and pedagogical competence;
- Socio-psychological competence;
- Linguistic and sociocultural competence;
- pedagogical skills;
- professional reflection.
There is a set of competences that have an invariant character with respect
to the historical epoch, the social or gender group, the profession of man, his
leading activity in a particular period of time. At the same time, they determine
the progressiveness of the thinking and actions of the individual. These
competencies are based on the person's relation to the world, its vital values,
norms of moral behavior. These value-semantic competencies predetermine the
stability of the individual in relation to external influences, the preservation of
the self in all conditions [1]. They are the basis of stability and evolutionary
variability. Through them the personality's ability not only to adapt in the
conditions of constantly changing reality is realized, but also to change it in
accordance with their professional plans, understanding to provide more
comfortable and effective self-realization.
In modern conditions, the teacher is mastering a new practice-transforming
competence, which introduces new aspects in understanding the essence of the
teacher's professionalism. This is due to the fact that in the educational system
in general, and in language in particular, there is a choice of a new pedagogical
paradigm, the reorganization of the personal value-semantic sphere, the system
of individual professional activity of the teacher. The content and approaches to
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International scientific-online conference
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the individual activity of the teacher, the volume and quality of the research
component in pedagogical practice are changing.
The newly formed foreign-language competence initiates the further
development of the personality of the student, as it acts as a feedback. In this
sense, foreign competence has such characteristics as stability, completeness,
completeness, flexibility, openness. Foreign competence as a process is an
intensification of the projective activity of the individual and the dynamics of the
development of the personality on the basis of knowledge of objects of foreign
reality. By the time of entering the university, the elementary level of the foreign
language competence has largely been formed, and therefore the university
linguistic education is a defining stage in the development of competencies,
including foreign competencies. This period of system-value development of the
individual in the aspect of information-cognitive potential, self-determination in
professional activity. The development of foreign competence is a dynamic non-
linear process of personality transformation from positions of system-value
development of professionally significant foreign language knowledge with the
purpose of organizing educational and professional activities. The logic of the
analysis of foreign competence brings us to the subjects of pedagogical
interaction "teacher-student", which is an axiological environment for the
development of the system under study.
The foreign language competence reflects the essential characteristics of
the goals and results of linguistic education at the university, not only at the
level of a substantive but more educational and educational aspect. Integration
of cognitive, activity, axiologically significant results of personality development
is the basis for the formation and development of foreign competence and
ensures the achievement of practical, professionally significant results in the
possession of a foreign language. In the aspect of the educational result, the
foreign competence reflects the projective ability of the individual to design
foreign-language professionally significant activities.
A professionally significant foreign language activity is the result of the
development of a foreign language competence, and is an objective embodiment
of the communicative function of the language. The knowledge of a foreign
language in the aspect of developing foreign competence is a socially
conditioned value-oriented act, the actualization of which relies on a
combination of internal and external aspects. The internal aspects include: the
linguistic features of a particular language, the laws of the development of the
linguistic units of a particular language, the rules and norms for the use of
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linguistic units in speech, the psychological characteristics of the individual in
the process of mastering a foreign language. The internal aspects of the
development of foreign competence are related to external aspects, which
include: regional and regional specific features of the language, sociolinguistic
positions of foreign and native languages, similarities and differences in the
sociocultural content of the studied and native languages, the value categories of
society and the attitude of the carriers of the studied and native language, social
order for the amount of knowledge and the level of practical knowledge of a
foreign language.
Within the framework of the new educational paradigm, based on personal-
oriented and activity-based approaches, the role of a teacher of a foreign
language is defined as follows: the creation and development of a "school of
thought", a "school of self-determination"; development of student autonomy,
provision of conditions for active creative, productive activity of the trainee;
development of the "man of culture"; establishment of relations and atmosphere
of cooperation and co-creation in the educational process (N.F. Koryakovtseva).
The change in the role and status of the teacher put forward new
requirements to the level of the professional competence of the foreign language
teacher, his professional and personal qualities. These requirements include: the
ability to independently and critically think; openness to pedagogical
innovations; the ability to adapt their knowledge and skills to the constantly
changing conditions of the social and professional environment; the ability to
solve new problems and take on professional responsibility; ability to autonomy
and social activity; ability to professional reflection, research and creative
activity; ability with professional self-education and self-development [3].
A number of documents of the European Union attempted to define a set of
competencies that would characterize the activities of the teacher. Among them
were singled out: the ability to live in a multicultural, tolerant society; the ability
to coordinate their lifestyle with environmental objectives; the implementation
of life in the context of European citizenship; maintenance of gender equality in
the family, in the workplace, in social relations; the development of creativity
and innovation, the possession of information technology and others.
The integral formation of a specialist is, above all, the process of his self-
awareness, through which he knows himself and treats himself as a subject of
activity, personality and individuality. The emerging "I" is a self-knowledge and
self-relationship. Knowledge of oneself is a combination of images, concepts,
concepts about one's personal traits, abilities, motives and other mental
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formations, and self-relation is a stable
a feeling that permeates self-perception
and characterizes the development of the need for creative work. The activity of
the subject of activity is determined in the need for self-realization and is
realized through the orientation to one's own abilities, possibilities, motives, etc.
The need for self-realization is the basis of a self-relationship in which one's own
qualities are evaluated in relation to motives expressing the need for self-
realization and regarded as its conditions. Evaluation of the professional
competence of a foreign language teacher has always been the focus of attention
of scientists and methodologists. E.I. Passov singled out six types of methodical
skills of the teacher (designing, adaptation, organizational, communicative,
gnostic and research) and six personal characteristics (general qualities,
psychological ingenuity, practical psychological mind, psychological tact,
exactingness to others and criticality). Methodological skills and properties are
considered at three levels of professionalism: methodological literacy,
methodical craft and methodological skill. [6].
The goal-oriented orientation of the teacher's professional training
presupposes the formation of integral personal characteristics that act as direct
indicators of the professional development of the teacher, which can be
described with sufficient completeness with the help of the concept of
"professional competence." By professional competence is understood as a
complex a personal resource of personality that provides an opportunity for
effective interaction with the surrounding world in one or another professional
sphere and which depends on the required set of professional competencies.
They enable the subject to set himself significant goals, flexibly, creatively
approach the solution of the problem and get the result. Competencies are
"some internal potential, hidden psychological neoplasms (knowledge, ideas,
programs of action, systems of values and attitudes), which are then revealed in
human competences as actual, activity manifestations" (V.I. Baidenko). [2]
Competencies are not once and for all given neoplasms. They are in
constant development and renewal. As the competence of the teacher develops,
they are enlarged and integrated into other competences, manifesting
themselves in a new quality. The development of competencies depends on the
changing conditions and requirements of the society for the educational process,
as well as on the value orientations. The competence includes long-term
readiness as an integrative personal education that includes motivational,
emotional-volitional, behavioral and assessment components along with
cognitive and behavioral aspects, that is, knowledge, skills and skills. This allows
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you to define competencies as "readiness and ability". Readiness can be
correlated with long-term readiness as an integrative personal education,
including motivational, emotionally strong-willed, behavioral and evaluation
components. The ability is correlated with cognitive and behavioral aspects. This
implies knowing the content of competence and experience of manifestation of
competence in a variety of situations.
The main principle of the professional development of the teacher is the
comprehensive development of a professionally competent person, active, ready
to assume responsibility. Qualitative growth of a specialist's competence
strengthens his competitiveness, which is significant in modern conditions,
when the social need for a professional initiative is growing. This means that the
reproductive and creative nature of the teacher's attitude to his professional
activity becomes more valuable.
Literature
1. Bazarov, T.Yu. Competence of the future: qualification? Competence (quality
criteria?) [Electronic resource]. Identifying the composition of competencies of
graduates of higher educational institutions as a necessary stage of designing a
new generation of the State Educational Institution of Higher Professional
Education / V.I. Baidenko. - M., 2006. - 53 p.
2. Zimnya, I.A. Key competences as the effective-target basis of competence
approach in education. / I.A. Zimnya. - M., 2004.
3. Makhmuryan, K.S. Structure, content and levels of professional competence of
a foreign language teacher // Collected papers of the Moscow State Pedagogical
University, - M, 2006.
4. Mizherikov, V.A. Introduction to the pedagogical profession //. -1999.
5. Passov, E.I. Mastery and personality of a foreign language teacher. / E.I.
Passes. - Moscow: Flint, 2001.
