CC BY
9
ПЕДАГОГИЧЕСКИЕ НАУКИ
EXPLORING REFLECTION OF TEACHERS IN CLASSROOM Sharipova M.Z. Email: Sharipova681@scientifictext.ru
Sharipova Mahmuda Zoitovna - Senior Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article points to require all encompassing approach to characterizing this concept of reflection. It is claimed the inward scene of the instructing self must be charted completely by setting out on three ways - mental (the way we and conceptualize educating and learning), enthusiastic (the way we and our understudies feel approximately the instructing learning prepare) - and otherworldly (how to be associated with the hugeness of life) and none of them can be disregarded. Teachers' knowledge, convictions and feelings are respected here as the components of this proficient reflection. Since the last mentioned isn't inactive, but or maybe it creates over involvement, the importance of teachers' proficient reflection is talked about alongside a few conceivable ways to prosper in dialect instructing setting.
Keywords: beliefs, emotions, knowledge, professional development, teacher identity.
ИЗУЧЕНИЕ РЕФЛЕКСИИ УЧИТЕЛЕЙ В КЛАССЕ Шарипова М.З.
Шарипова Махмуда Зоитовна - старший преподаватель,
кафедра интеграции языковых навыков, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: данная статья указывает на необходимость всестороннего подхода к характеристике данного понятия рефлексии. Утверждается, что внутренняя сцена обучающего "я" должна быть полностью очерчена тремя путями - ментальным (то, как мы и концептуализируем обучение и обучение), восторженным (то, как мы и наши дублеры чувствуем себя примерно готовыми к обучению) - и потусторонним (как быть связанным с громадностью жизни), и ни один из них не может быть проигнорирован. Знания, убеждения и чувства учителей уважаются здесь как составляющие этой искусной рефлексии. Поскольку последнее не является пассивным, но, возможно, создает чрезмерную вовлеченность, о важности профессиональной рефлексии учителей говорят наряду с несколькими мыслимыми способами преуспеть в диалектном обучении.
Ключевые слова: убеждения, эмоции, знания, профессиональное развитие, личность учителя.
UDC 81-139
Introduction. With the quick improvements and changes with advanced advances, instructors are challenged to create their considering and hone to instill basic minds able to take part effectively within the knowledge society. In fact, understudies got to create the vital 21st century aptitudes that empower them to flourish for today's economy. Concurring to the Instructive Testing Benefit (ETS), the 21st century learning aptitudes allude to the capacity to
a) collect and/or recover data,
b)organize and oversee data,
c) assess the quality, pertinence, and value of information, and
d) produce precise data through the utilize of existing assets [2].
To realize this objective, teachers' proficient personality has been assist addressed, subsequently producing talks about and issues with respect to their part. What instructors have to be know, what convictions they ought to hold and how they can accomplish their proficient improvement, are among the center eagerly of today's educator instruction. Inside this concern, this article points to investigate teachers' proficient personality to bolster instructors and educator understudies get it their part and the conception of learning in 21st century instruction. Since educating is based on interpersonal connections and relating to others starts with self knowing and self-understanding, investigating the individual self together with the proficient self in dialect instruction is considered essential for instructors [5]. Undoubtedly, such investigation is likely to uncover what kind of instructors we are, where we are within the educating learning handle and what remains to be done to improve our hones. As Csikszentmihalyi sates in case we understand what we are made of, what thought processes drive us, what objectives we endeavor for, and how we got to be to be human, we are able make a important future [1].
The significance of knowing the "who", or the personhood of the educator is additionally focused by Palmer (1998) where he keeps up that great educating comes from the personality (the self) and astuteness of the instructor (what contributes to the selfhood). Investigating the teachers' proficient selves has been considered a necessarily portion of on-going proficient improvement as "the way one educates is tied to the ways instructors see themselves" [7]. In truth, educator personality can be a valuable inquire about outline that serves teacher development: Teacher character could be a valuable inquire about outline since it treats instructors as entirety people in and over social settings who ceaselessly recreate their sees of themselves in connection to others, working environment characteristics, proficient purposes, and societies of educating. It is additionally a academic device that can be utilized by educator teachers and proficient improvement masters to form obvious different all encompassing, arranged framings of educator advancement in practice [8].
A expansive portion of current investigate intrigued on instructor personality is concerned with the development and improvement of teachers' proficient character, teachers' discernments of their proficient parts, and the connections between teachers' discernments of their parts and their self-image [3].
Still, more clarification is required with respect to the meaning of educator personality and how it advances within the course of teachers' careers.
The larger part of analysts have examined instructor character particularly from the proficient viewpoints, i.e., the development and advancement of teachers' proficient personality teachers' recognitions of their proficient parts and the connections between teachers' recognitions of their parts and their self-image [4].
In truth, when investigating educator character the primary address that comes to intellect is: What is the part of the educator? With the challenging requests of a globalized society and the overpowering development of instructive innovations teachers' part has changed as instructive viewpoints have extended and unused abilities are being focused on.
Conclusion
Identifying what constitutes educator character has continuously been the subject of investigate and wrangle about among researchers and teachers. In spite of the fact that there's no clear cut definition of this concept, a common agreement has been produced with respect to its all encompassing nature, besides the have to be investigate it to back enabling instructor instruction and proficient advancement programs. Hence, in this article has been made to clarify this kind of proficient personality through bookkeeping for the social and individual angle counting: teachers' hones, information, convictions and feelings.
Proficient improvement remains the key opportunity for teachers' personality to develop. This encapsulates persistent learning through continuous reflection, collaboration, and going to workshops and programs that target instructor advancement. In doing so, instructors can adapt with the expanding challenges of 21st classrooms.
References / Список литературы
1. Atay D. & Ece A., 2009. Multiple identities as reflected in English-language education: The Turkish perspective. Journal of Language, Identity, and Education. 8. Pp. 21-34.
2. Badizadegan P., 2015. Understanding and evaluating effective technology integration in the classroom. A Senior Honors Thesis Submitted to the Faculty of The University of Utah.
3. Bartels N. (Ed.), 2005. Applied linguistics and language teacher education. Pp. 405-424). New York: Springer. Beijaard D., Verloop N. & Vermunt, J.D., 2000. Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education. 16, 749-764.
4. Ben-PeretzM., Mendelson N. & Kron F. W., 2003. How teachers in different educational contexts view their roles. Teaching and Teacher Education. 19 (2), 277-290.
5. Borg S., 2001. Key concepts in ELT. Teachers' beliefs. ELT Journal 55 (2): 186-188. DOI: https://doi.org/10.1093/elt/55.2.186.
6. Borg S., 2006. Teacher cognition and language education: Research and practice. London: Continuum.
7. Brown J.J., 2006. The teacher-self: The role of identity in teaching. Unpublished PhD Dissertation. University of Massachusetts Lowell.
8. Calderhead J. & Robson M., 1991. Images of teaching: Students' early conceptions of classroom practice. Teaching & Teacher Education. 7 (1).
