CC BY
179
PROFESSIONAL COMPETENCE OF THE FOREIGN LANGUAGE
TEACHER
Khakimova D.& Email: Khakimova17146@scientifictext.ru
Khakimova Durdona Hudayberganovna - Senior Teacher,
DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the concept and content of foreign language professional competence of university teachers. There is said that foreign language training specialists should be considered as the goal of further professional activity. Because one of the important tasks of teaching a professional foreign language is the formation of specialized competence in the areas of professional and situational communication, mastering new professional information through foreign sources.
Keywords: professional foreign language communicative competence, professional sphere of communication, professional activity.
ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ УЧИТЕЛЯ ИНОСТРАННЫХ ЯЗЫКОВ Хакимова Д.Х.
Хакимова Дурдона Худайбергановна - преподаватель, кафедра интеграции языковых навыков, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в статье рассматривается концепция и содержание профессиональной компетентности преподавателей университетов иностранных языков. Говорят, что специалиста по обучению иностранному языку следует рассматривать как цель дальнейшей профессиональной деятельности. Поскольку одной из важных задач обучения профессиональному иностранному языку является формирование специализированной компетенции в области профессиональной и ситуационной коммуникации, овладение новой профессиональной информацией через иностранные источники. Ключевые слова: профессиональная иноязычная коммуникативная компетентность, профессиональная сфера общения, профессиональная деятельность.
UDC 81-139
Introduction. The concept of "professional competence" of the teacher is treated differently. According to V.A.Slastenin, professional competence expresses the unity of the theoretical and practical readiness of the teacher for the implementation of pedagogical activity. Professional competence is considered by other authors as "the personal capabilities and experience of a specialist, his willingness to make optimal decisions" [5]. The structure of the professional competence of the teacher of a foreign language can be revealed through a number of components, in the course of the development of which his pedagogical thinking and pedagogical qualities develop. The professional competence of the teacher of a foreign language is an inseparable unity of the content and structural components, the totality of knowledge, skills, abilities and abilities realized through the psychological, pedagogical, methodical, communicative, philological, general cultural, information, social and managerial competences [4].
G.A. Kitaygorodskaya singles out the following components of the professional competence of a foreign language teacher:
- methodological competence;
- Psychological and pedagogical competence;
- Socio-psychological competence;
- Linguistic and sociocultural competence;
- pedagogical skills;
- professional reflection.
There is a set of competences that have an invariant character with respect to the historical epoch, the social or gender group, the profession of man, his leading activity in a particular period of time. At the same time, they determine the progressiveness of the thinking and actions of the individual. These competencies are based on the person's relation to the world, its vital values, norms of moral behavior. These value-semantic competencies predetermine the stability of the individual in relation to external influences, the preservation of the self in all conditions [1]. They are the basis of stability and evolutionary variability. Through them the personality's ability not only to adapt in the conditions of constantly changing reality is realized, but also to change it in accordance with their professional plans, understanding to provide more comfortable and effective self-realization.
The change in the role and status of the teacher put forward new requirements to the level of the professional competence of the foreign language teacher, his professional and personal qualities. These requirements include: the ability to independently and critically think; openness to pedagogical innovations; the ability to adapt their knowledge and skills to the constantly changing conditions of the social and professional environment; the ability to solve new problems and take on professional responsibility; ability to autonomy and social activity; ability to professional reflection, research and creative activity; ability with professional self-education and self-development [3].
A number of documents of the European Union attempted to define a set of competencies that would characterize the activities of the teacher. Among them were singled out: the ability to live in a multicultural, tolerant society; the ability to coordinate their lifestyle with environmental objectives; the implementation of life in the context of European citizenship; maintenance of gender equality in the family, in the workplace, in social relations; the development of creativity and innovation, the possession of information technology and others.
The integral formation of a specialist is, above all, the process of his self-awareness, through which he knows himself and treats himself as a subject of activity, personality and individuality. The emerging "I" is a self-knowledge and self-relationship. Knowledge of oneself is a combination of images, concepts, concepts about one's personal traits, abilities, motives and other mental formations, and self-relation is a stablea feeling that permeates self-perception and characterizes the development of the need for creative work. The activity of the subject of activity is determined in the need for self-realization and is realized through the orientation to one's own abilities, possibilities, motives, etc. The need for self-realization is the basis of a self-relationship in which one's own qualities are evaluated in relation to motives expressing the need for self-realization and regarded as its conditions. Evaluation of the professional competence of a foreign language teacher has always been the focus of attention of scientists and methodologists. E.I.Passov singled out six types of methodical skills of the teacher (designing, adaptation, organizational, communicative, gnostic and research) and six personal characteristics (general qualities, psychological ingenuity, practical psychological mind, psychological tact, exactingness to others and criticality). Methodological skills and properties are considered at three levels of professionalism: methodological literacy, methodical craft and methodological skill. [6].
The goal-oriented orientation of the teacher's professional training presupposes the formation of integral personal characteristics that act as direct indicators of the professional development of the teacher, which can be described with sufficient completeness with the help of the concept of "professional competence." By professional competence is understood as a complex a personal resource of personality that provides an opportunity for effective interaction with the surrounding world in one or another professional sphere and which depends on the required set of professional competencies. They enable the subject to set
himself significant goals, flexibly, creatively approach the solution of the problem and get the result. Competencies are "some internal potential, hidden psychological neoplasms (knowledge, ideas, programs of action, systems of values and attitudes), which are then revealed in human competences as actual, activity manifestations" [2].
The competence includes long-term readiness as an integrative personal education that includes motivational, emotional-volitional, behavioral and assessment components along with cognitive and behavioral aspects, that is, knowledge, skills and skills. This allows you to define competencies as "readiness and ability". Readiness can be correlated with long-term readiness as an integrative personal education, including motivational, emotionally strong-willed, behavioral and evaluation components. The ability is correlated with cognitive and behavioral aspects. This implies knowing the content of competence and experience of manifestation of competence in a variety of situations.
Conclusion. The main principle of the professional development of the teacher is the comprehensive development of a professionally competent person, active, ready to assume responsibility. Qualitative growth of a specialist's competence strengthens his competitiveness, which is significant in modern conditions, when the social need for a professional initiative is growing. This means that the reproductive and creative nature of the teacher's attitude to his professional activity becomes more valuable.
References / Список литературы
1. Bazarov T.Yu. Competence of the future: qualification? Competence (quality criteria?) [Electronic resource]. Identifying the composition of competencies of graduates of higher educational institutions as a necessary stage of designing a new generation of the State Educational Institution of Higher Professional Education / V.I. Baidenko. M., 2006. 53 p.
2. Zimnya I.A. Key competences as the effective-target basis of competence approach in education. / I.A. Zimnya. M., 2004.
3. Makhmuryan K.S. Structure, content and levels of professional competence of a foreign language teacher // Collected papers of the Moscow State Pedagogical University. M., 2006.
4. Mizherikov V.A. Introduction to the pedagogical profession, M.: Ped. obshchestvo Rossii, 1999.
5. Passov E.I. Mastery and personality of a foreign language teacher. / E.I. Passes. Moscow: Flint, 2001.
