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FORMING
PROFESSIONAL COMPETENCES
OF FUTURE TEACHERS
BY USING WEB-QUEST TECHNOLOGIES
N. А. Muslimov М. B. Urazov
Modernization of the higher education system involves forming new models of training activities with the use of information and telecommunications means of training. The modern system of higher education of the Republic of Uzbekistan is in the process of searching for the best forms and methods of teaching. Forming new models of training activities with the widespread use of information and telecommunications training means is a major component of higher education modernization. Experience shows that the formation of any competence is carried out through practical activities. Such mechanisms include training technologies that develop professional competences of a student that are evident through his/her self-employment and personal responsibility. The concept of modernization of higher education of the Republic of Uzbekistan has the objectives of forming an integral system of universal knowledge and skills. This is not possible without the development of education technologies with the use of various Internet services.
The new Web-Quest technology provides such opportunities. The term web-quest (Web-Quest) was proposed for the first time in 1995 by Bernie Dodge, professor of educational technology of San Diego University (USA). Dodge developed innovative Internet applications for the purpose of their integration into the learning process in teaching different subjects at different levels of education. [6] Web-Quest is made up of the word Web (Eng. - spider web) and the word Quest (Eng. - study, search). Consequently, Web-Quest can be translated as a search in the web. Thus, Web-Quest is a site on the Internet which contains information on a particular topic or chapter of a subject where most of the found information is presented in the form of hyperlinks to those Web-sites where it is located [7]. Web-Quest in pedagogy is understood as an educational Web-site in the Internet, where part or all of the information with which students work is located on various Web-sites [1]. A specific feature of educational Web-Quests, on the one hand, is that part or all of the information for independent or group work of students is located on various Web-sites. Furthermore, the result of work with Web-Quests may be expressed in the form of publishing works of students as Web-pages or Web-sites (locally or in the Internet), presenting applications, and portfolios. On the other hand, the Web-Quest is both a game and training activities that can enhance the learning process and increase the interest of students and teachers [4].
Web-Quest is a unique opportunity to use the worldwide network for continuous learning throughout one’s life. Future teachers learn how to look at their future professional activity from different points of view. [2] Web-Quest allows future teachers to make discoveries, not just absorb information. Web-Quest can lead students to any place in the world, and help them solve creative teaching and educational tasks. In addition, Web-Quest allows you to explore the issue more or
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less deeply, and thus it is ideal for future teachers at any level. It is perfect for training in the team, increases self-confidence, and awakes interest and selfesteem of future teachers. This promotes the formation of communicative competence [3].
The Web-Quest technology is more practical to be used according to the model developed by Bernie Dodge, consisting of the key elements: introduction, task, description of roles, resources for obtaining the information, evaluation criteria, conclusion [6]. Such a model of technology in education is constructive, as a future teacher is engaged in collecting and systematizing materials, and directing them towards solving a set task. We believe that Web-Quests are suitable for work in small groups. However, there are Web-Quests designed for individual students.
The possibility of implementation of the Web-Quest technology can be demonstrated based on a study of the discipline named “Modern educational technologies in teaching the humanities”, which is being studied in Tashkent State Pedagogical University named after Nizami. At the same time, Web-Quest acts as one of the types of independent work using the capabilities of global networks. The use of Web-Quests in the course of classroom work allowed us to identify a number of advantages, including increased motivation of future teachers to study subjects, on the one hand, and the use of computer technology in learning activities. Future teachers acquire skills of scientific and research work with information, as well as public speaking skills; they develop skills of team problem solving. All this contributes to developing both communicative and information competencies, providing the necessary conditions for motivated, independent, creative student activity. Web-Quest projects can be good helpers for study of various disciplines with the use of the Internet.
References
1. Андреев А. А. Введение в Интернет-образование: учебное пособие. - М.: Логос, 2003.
2. Быховский Я. С. Образовательные web-квесты. Электронный ресурс. Режим доступа: http: // www.ito.su/1999/III/1/15.html.
3. Николаева Н. В. Образовательные квест-проекты как метод и средство развития навыков информационной деятельности учащихся. Электронный ресурс. Режим доступа: // http: // www.vio.fio.ru/Vio_07/resource/Print/art_1_12.htm.
4. Семинар-практикум «Internet - технологии в образовании» для учителей общеобразовательных школ. Электронный ресурс. Режим доступа: //http:
// www.bspu.secna.ru/Okrug/seminar.
5. Хеннигер М. Эффективные стратегии поиска в Internet. - М.: Центр-пресс, 1998.
6. Dodge B. Some Thoughts About WebQuests 1995-1997. Электронный ресурс. Режим доступа: http://webquest.sdsu.edu/about_webquests.html, http://bestwebquests.com.
7. March T. Why Web Quests? An introduction. Электронный ресурс. Режим доступа: http: //www.ozline.com/webquests/intro.html.
Translated from Russian by Znanije Central Translations Bureau
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