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CRITICAL TASKS OF TRAINING TEACHERS RELEVANT TO TODAY’S LEVEL OF SOCIETAL DEVELOPMENT
I. I. Zokirov
The main tasks of training teachers relevant to today's level of societal development are considered in the article. One of the fundamental tasks of education modernization according to the statement “Providing the education system with highly qualified employees, and giving them support by the state and the society” is a task of pedagogical staff professionalism improvement, as well as improving the quality of teacher preparation.
Key words: education, professional competence, development of an expert, modern didactics, technology, research, form and stage, training method.
Updating the content of education in Uzbekistan, primarily, is related to innovative processes in organizing and implementing innovative technologies in the educational process, which is interconnected with improving the content and methods of teaching of future teachers-professionals. We believe that although today there are progressive tendencies in developing teachers’ education, and in the technological and methodological training of teachers, so far these initiatives have not received any regulatory status, and have not become a sustainably developing process.
As one of such critical tasks, we consider training of the teaching staff relevant to today’s level of societal development. The issues of professional education of teachers today have become of crucial importance. Modernization of education is considered to be one of the most important tasks.
In the conditions of contextual learning, a student is developed as an expert, on the other hand, and as a member of society on the other hand. Contextual training involves the use of a subject-based and knowledge-based model and axiological spiritual focus of the learning process. Modern requirements for training, as organization of communicative and dialogue activities, and active exchange of views, make this task a little bit easier in our opinion. The applied technology of subject modeling is innovative and manifests itself in: (a) structuring of educational material based on separate training elements, which requires considering the educational material within a particular series of educational models as a single integrity; (b) dynamics, involving free change of the content of series of models and their interpretation, taking into account social and regional practices; (c) reliance on context, related to understanding and awareness of students of educational, training and professional distant prospects of education; (d) parity, which requires subject-subject interaction between a teacher and students. Our proposed technique involves maximum activity of students, and, as for the teachers, performance of an advisory and coordination function.
Techniques of contextual orientation, which will help students, as future teachers, to use these forms of work in the classroom at school, are of particular interest. We have come across a lot of descriptions of situational and business games which are used to prepare students in classes of pedagogy and
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psychology. But we have not seen any situations that would have a direct focus on the teacher of Elementary Education Methodology Faculty. Of course, it is almost impossible to create a situation which would be absolutely autonomous, separate from other subjects, especially of the psychological and pedagogical cycle. Situational modeling is a promising path of integration of knowledge of a subject and pedagogical knowledge. Yet, situational modeling of a particular lesson will have a higher value for a student of the Elementary Education Methodology Faculty than abstract modeling of some abstract lesson.
Thus, the above material makes it possible to separate a number of key aspects that characterize the use of contextual training in the process of innovative training of teachers: (a) strengthening the practical orientation of training, its openness; (b) selecting material relevant to the goals of use, with an increased focus on those subjects which students will teach in the course of their professional activity; (c) strengthening the effectiveness of knowledge that determines the contours of a teacher’s professional work; (d) integration of subject-based and social content of professional activity in the course of training; (e) openness to other people's opinion, criticism and loyalty in the evaluation of ideas, statements, and competitiveness; (e) activation of the reflexive position of a student and a teacher; (f) enrichment of education with regional content and technology, etc.
The transformation of today’s society of the Republic of Uzbekistan naturally entails the transformation of pedagogical reality in theoretical and methodological and practical aspects, inevitably affects the purposes and values of education, and is also associated with a change of the roles of its subjects, with the release of educational interactions to new heights associated with understanding of new social and economic tasks of the country and the society. Therefore, the issue of training teachers, relevant to today’s level of societal development, continues to be very important.
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3. Юзликаев Ф. Р. Интенсификация процесса дидактической подготовки будущего учителя в пединституте. - Т.: Фан, 1995, с. 203.
4. Курбанов Ш. Э. Социально-педагогические особенности национальный модели программи по подготовке кадров: дис. ... д-ра пед. наук. - Т., 2000. - 557 с.
Translated from Russian by Znanije Central Translastions Bureas
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