THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE06
50
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 11-06-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue06-10
PAGE NO.: - 50-53
STAGES OF DEVELOPMENT OF
METHODOLOGICAL COMPETENCE AMONG
FUTURE FOREIGN LANGUAGE TEACHERS
Dilafruza Sandibaeva
Lecturer, Department of “Languages”, Profi university
, Uzbekistan
INTRODUCTION
Methodological competence is identified as the
main component of the professional competence of
a foreign language teacher. It is associated with the
choice of teaching methods, means, forms and
methods of pedagogical influence, methods of
developing knowledge, skills, abilities and
attitudes among students, and is of a practical
nature.
Methodological competence is an integrative
property of the personality of a foreign language
teacher, which determines his readiness and
ability to effectively solve methodological
problems in the process of realizing the goals of
teaching foreign languages related to the
formation of foreign language communicative
competence,
education,
upbringing
and
development of students.
N.V.
Solovova
identifies
such
structural
components in the structure of methodological
competence as: value-motivational (interest in
methodological work, setting and awareness of the
goals of methodological activity, the presence of a
motive to achieve the goal), cognitive (availability
of methodological knowledge, skills, abilities,
application of them in new conditions, the ability
to solve methodological problems, learn best
practices in the field of methodology),
technological,
reflective
(methodological
reflection, self-criticism, self-control, self-esteem),
evaluative [1, p. 324].
Two types of competencies are rightfully
distinguished in the structure of methodological
competence.
General
methodological
competencies represent a set of competencies such
as: motivational, reflecting personal interest in
self-design of methodological training; cognitive,
characterizing the ability to improve one’s
methodological skills; informational, reflecting the
presence of skills in obtaining, processing and
applying information in the process of self-design
of methodological training at a modern theoretical
and
methodological
level;
communicative,
characterizing the ability to design and establish
RESEARCH ARTICLE
Open Access
Abstract
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pedagogically appropriate relationships; social,
characterizing the awareness of the social
significance of one’s
own methodological
development.
Special
methodological
competencies
are
determined by the subject of training: target
competence presupposes the teacher’s ability to
determine learning goals; content - the ability to
determine the content of training; design - the
ability to design the educational process; reflexive
- the ability to substantiate the effectiveness of
selected methods; monitoring - the ability to track
learning results[2; p. 34].
The structure of methodological competence
presupposes the process of its formation in
movement from one level to another. According to
many researchers, there are the following levels of
formation
of
methodological
competence:
adaptive, reproductive, pragmatic, integrative
(Yazykova M.V., Makeeva S.N., Kozhukhov K.Yu.,
Bondarenko I.V., Nadtocheva E.S., Kuzmina N.V.,
Solovova N.V. and others).
The adaptive level is characterized by the focus of
methodological knowledge and skills on solving
methodological problems, taking into account the
student population and emerging difficulties.
The reproductive level of methodological
competence indicates that the teacher has
developed holistic ideas about methodological
activities, methodological support and support of
the educational process, and knowledge about the
methods of teaching the academic discipline.
The pragmatic/modeling level is characterized by
greater focus, stability and awareness of the ways
and means of methodological activity. Methodical
thinking is at a high level of development (the
ability to plan, determine goals, choose the optimal
means and methods of activity, analyze the results
obtained)[3; p. 76]. A high level of methodological
creativity allows the introduction of active
teaching
methods,
modern
educational
technologies that implement a competency-based
approach. One’s own activity is distinguished by
search and readiness to share one’s experience
with others. The level of methodological reflection
allows you to adequately assess your own
activities and make decisions independently and
responsibly.
The integrative level is characterized by a high
degree of activity of teachers and the effectiveness
of methodological activities. A high level of
pedagogical reflection, creative independence and
pedagogical abilities creates conditions for
effective
self-realization
in
productive
methodological creativity. N.V. Kuzmina and N.V.
Solovova distinguish local modeling and system
modeling levels [4; p. 5].
The local-modeling level of methodological
competence indicates a pronounced need to carry
out pedagogical activities. At this level, interest in
methodological
work
appears;
knowledge
obtained as a result of one’s own scientific and
methodological activities is formed; the ability to
evaluate the quality of methodological activities is
developed; solve methodological problems:
predict difficulties in studying educational
material, learning outcomes; the ability to analyze
and self-assessment of methodological experience
appears.
The system-modeling level of methodological
competence is characterized by reflective and
evaluative
components
of
methodological
competence. At this stage, there is a need to
develop methodological skills and abilities; the
ability to use innovative teaching methods and
technologies and model them for the classroom is
developed; ability to conduct expert and
methodological
activities
to
evaluate
methodological
support
of
educational
programs[5; p.45].
As a result of the analysis of scientific literature
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and by comparing the structures and specifics of
methodological
competence
of
different
researchers, we considered it logical to combine
the components of methodological competence
with the stages of its formation. We distinguish
four stages in the formation of methodological
competence: receptive, reproductive, productive,
reflective.
The receptive stage is characterized primarily by
knowledge of the taught discipline. Methodological
competence is reduced to theoretical knowledge;
professional experience at this stage is absent or
insufficient. The receptive stage is characterized by
the manifestation of a tendency towards a stable
value attitude towards methodological activity; the
role of methodological knowledge is more highly
valued and recognized. At this stage, cognitive-
analytical competence is formed, which indicates
that the future teacher has developed holistic ideas
about methodological activities, methodological
support and support of the educational process,
the presence of knowledge about the methods of
teaching the academic discipline, the requirements
for methodological support of the educational
process, the requirements for methodological
activities, interest in methodological literature
appears.
The reproductive stage is characterized by the
focus of methodological knowledge and skills on
solving methodological problems, as well as the
implementation of actions based on existing
schemes and algorithmic instructions. At this
stage, the value of methodological knowledge is
realized, the need for scientific and methodological
activity and the ability to self-assessment develops,
special methodological knowledge is formed
(principles for selecting educational material), the
ability to anticipate and evaluate the results of
introducing innovative teaching methods and
technologies, and design traditional forms of
training sessions, design methodological support
for the academic discipline, evaluate the quality of
methodological support for the training course and
the quality of teaching, as well as the ability to
organize independent and individual work of
students and solve methodological problems.
At the productive stage, there is an analysis of a
specific educational situation, material from
textbooks and other teaching aids, analysis of
speech material in order to predict the difficulties
of its assimilation, the level of language proficiency
of students, putting forward hypotheses regarding
the conditions or methods of solving a problem,
and choosing a strategy. The educational process is
being designed, including with the help of modern
information technologies. At this stage, the design
component of methodological competence is
implemented. Design competence is the ability and
readiness, based on an analysis of the innovative
educational environment of an educational
institution, to specify learning goals in a
technological lesson map, a cycle of lessons, and to
organize students’ learning actions in the course of
solving a methodological problem.
At the reflective stage, the teacher analyzes the
achieved results from the point of view of their
compliance with the task. At the same time, the
teacher realizes reflexive-gnostic competence - the
ability and willingness to solve strategic and
tactical problems through reflection of his
activities in implementing the planned lesson plan,
analysis, comprehension and evaluation of its
effectiveness for the formation of foreign language
communicative competence of the student,
determining strategies for its improvement.
E.V. Chernobay notes that “the objects of self
-
analysis can be both the activities of the teacher
directly in the lesson, and the elements of the
project he draws up, which determine the quality
of his subsequent work, namely: the formulation of
specific didactic tasks, the selection of content and
methods of its transformation and presentation ;
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the choice of methods and techniques that
determine the sequence of movement of the
teacher and student towards the goal, etc.” [6; p.
56]
In general, the opinion is true that the success of a
teacher’s activity largely depends on how deeply
and correctly he can analyze its quality. The
formation of the reflexive component of
methodological competence contributes to the
development of the innovative potential of the
teacher - his ability to perceive new information
and find solutions to non-standard problems.
Reflexive-gnostic competence presupposes: the
ability to self-assess the ways of introducing
innovative technologies; ability to analyze the
methodological experience of university teachers;
ability to self-assess methodological experience.
Thus, the identification of the structural
components of methodological competence and
their relationship with the identified stages allows
us to clearly present the structural-functional
model of the formation of methodological
competence, the mastery of which will allow the
future foreign language teacher to solve
professional problems.
REFERENCES
1.
Solovova N.V. Methodological competence of a
university teacher. - M.: APKiPPRO, 2010. - 324
p.
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Kuklina S.S. Formation of information
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// Foreign languages at school.
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2013.
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No.
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—
P.6
3.
Milrud R.P., Maksimova I.R. Information and
pedagogical technologies in teaching foreign
languages: essence, history, modernity //
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P.39
–
47.
4.
Kuzmina N.V. Professionalism of the
personality of a teacher and industrial training
master. - M.: Higher School, 1990. - 117 p.
5.
Milrud R.P., Karamnov A.S. Competence of a
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2012.
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6.
Chernobay E.V. Methodological foundations of
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process in a modern information educational
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