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DEVELOPMENT OF PROFESSIONAL COMPETENCE IN FUTURE TEACHERS
F. Nuratdinov
The development of professional competence in future teachers during their studies in higher educational institutions is facilitated by the creation of the following psychological and pedagogical conditions: (a) a goal-oriented focus in learning an academic course (developing in future teachers necessary skills to set forth the objective of a training session; to identify dominating and supportive goals; to translate tasks and objectives into practical activities of students, etc.); (b) systemic and substantive support of learning an academic subject to develop in future teachers skills necessary to select and arrange the learning content, while differentiating and integrating it; to identify didactic elements of the content and their types and characteristics; to relate the content and its fragments with learning goals, etc.; (c) flexible organizational and methodological support of the learning process to ensure the development in future teachers skills to select a set of teaching methods in line with its goals, the subject taught, age-specific and individual characteristics of students, etc.; and (d) a constructive operational and activity-oriented focus in learning an academic course to develop in future teachers projective and constructive skills taking into account the development of their creativity, authorial intention, capabilities of the educational process, etc.; (e) a motivational and axiological focus in learning an academic discipline based on developing sustainable interest in and motivation for designing an academic subject and enabling the practical implementation of designs in the educational process of a teachers’ training college.
Let us use the results of the trial and experimental work to substantiate the importance of some of the listed conditions that facilitate the development of professional competence in future teachers of teachers’ training colleges.
A goal-oriented focus in learning an academic course, in line with the goals for the development of professional competence in future specialists, is placed by a teacher at the stage of developing and implementing a design in the educational process of a higher education institution. This involves: (1) broad scientific training of teachers in the main topics, sections and modules of the program content; studying the state educational standards, the curriculum and learning programs; selecting and analyzing literature in psychology, pedagogy and methodology; and (2) designing professional educational activities of students and managerial activities of the teacher. This involves setting assessment goals which are to be updated to the greatest extent possible at the following (module and session) levels in line with the required content as well as setting particular result-oriented didactic goals.
Systemic and substantive support of learning an academic subject: The procedure of selecting learning content, along with its compositional arrangement, is described in relative detail in works of V.P. Bespal’ko. It is advisable that the selection and structuring of the learning content be based on a systemic approach. This is due to the fact that an academic subject is an integral didactic system with a
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rather stable structure, since the links between its individual elements are rather rigidly determined by the logic of science, as well as by psychological and pedagogical requirements imposed on the academic subject as a whole.
Flexible organizational and methodological support of the learning process, which involves the implementation of the selected and structured learning content, forms and means of teaching appropriate to the goals as well as the age-specific and individual characteristics of students, is aimed at developing necessary professional skills in futures teachers. An optimal choice of methods, forms and means of teaching is determined by different factors, such as the general goals of developing professional competence in specialists; the specific features and characteristics of teaching a specific academic discipline; the goals, objectives and content of a specific training session; the time allocated for learning the content; the students’ level of training as well as their mental and psychophysiological characteristics; the level of material infrastructure in addition to the availability of equipment, visual aids, technical and other facilities; and the level of training and personal qualities of a higher education teacher. Ultimately, taken together, these will provide a toolkit for managing the development of cognitive activity of students.
Thus, the trial and experimental work has identified the psychological and pedagogical conditions that are closely related with each other. Adherence to them in educational practices will facilitate the development of professional competence in future teachers of teachers’ training colleges.
References
1. Каримов И.А.Юксак маънавият - енгилмас куч. Тошкент 2008.
2. Составитель.Кучкоров Р. ва бошк. «Юксак маънавият - енгилмас куч» китобини урганиш буйича укув кулланма. Тошкент. Янги йул полиграф сервис. 2010. 3 п.л.
3. Виленский В.Я., Образцов П.И., Уман А.И. Технологии профессиональноориентированного обучения в высшей школе: учеб. пособие / под ред. В.А. Сластенина. -М., 2004. - 275 с.
4. Педагогика: педагогические теории, системы, технологии: учеб. пособие / под ред. С.А. Смирнова. - М.: Издат. центр «Академия», 1999. - 512 с.
Translated from Russian by Znanije Central Translations Bureau
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