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PROFESSIONAL DEVELOPMENT OF THE UNIVERSITY
TEACHERS
Ziyayeva M.U. Email: [email protected]
Ziyayeva Muhayyo Usmonjonovna - Senior Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in this article, professionally-oriented teaching of a foreign language is considered as a priority in the renewal of education. Foreign language is considered as a means offorming the professional orientation of the teachers of higher education. And also some conditions are analyzed to realize the potential of professional and social orientation in higher institutions that must be observed. Particularly in current period foreign languages ought to be educated with suitable and compelling techniques which help students to enhance language abilities.
Keywords: foreign language, high school, professionally-oriented training, foreign competence, interdisciplinary training, profile-oriented training.
ПОВЫШЕНИЕ КВАЛИФИКАЦИИ ПРЕПОДАВАТЕЛЕЙ УНИВЕРСИТЕТА Зияева М.У.
Зияева Мухайё Усманжановна - старший преподаватель,
кафедра интеграции языковых навыков, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в этой статье профессионально-ориентированное преподавание иностранного языка считается приоритетом в обновлении образования. Иностранный язык рассматривается как средство формирования профессиональной ориентации учителей высшего образования. А также анализируются некоторые условия для реализации потенциала профессиональной и социальной ориентации в высших учебных заведениях, которые должны соблюдаться. В частности, в настоящее время иностранные языки должны изучаться с использованием подходящих и убедительных методов, которые помогают студентам улучшить языковые навыки.
Ключевые слова: иностранный язык, языковой вуз, профессионально-ориентированное обучение, иноязычная компетенция, междисциплинарное обучение, профильно-ориентированного обучения.
UDC 81-139
Introduction. At present, much attention is paid to pedagogical professionalism. In the structure of the personality of the teacher, an important role belongs to the professional pedagogical orientation; it is also the basic skeleton around which the main professionally significant properties of the teacher's personality are formed. The professional orientation of the teacher's personality includes many components: interest in the profession, pedagogical vocation, professional and pedagogical intentions and inclinations. Interest in the profession is expressed in a positive emotional attitude towards students, pedagogical activity in general and its specific types. The pedagogical vocation is formed in the process of accumulating the future by the teacher of theoretical and evaluation of his pedagogical abilities. The professional-pedagogical orientation is characterized by such personal qualities, which in turn serve as a prerequisite for the authority of the teacher.
Methodology. The humanitarian approach in teacher training is carried out due to new characteristics of the educational process and new requirements to the teacher and his professional training [2].
Academic mobility of university students is a very diverse phenomenon and can be interpreted from the standpoint of students' ability to use the European and domestic resources in the field of future professional activity, while noting the right of students to choose an educational institution. From the point of view of personal development, academic mobility is a system of student personal qualities that provide and optimize his education in the framework of international educational programs.
The goal of linguistic education of future specialists at the present stage includes the development of communicative competence and readiness for intercultural communication using the studied language as an instrument of this communication [3].
Mastering foreign languages is an obligatory component of the content of higher professional education and a condition for the person to enter culture. At the same time, the totality of "knowledge", "skills"is traditionally perceived as an expected educational result. However, for professional self-determination this educational result is not fundamental. Foreign competence, expressing the result of higher professional education, unlike the totality of knowledge, skills and skills, ensures the readiness of the graduate of the university of various specialties to really use the knowledge gained in accordance with the growing demands of society and the professional environment.
The traditional nature of education does not allow the university graduate to carry out activities related to foreign language communication and knowledge of objects of real-life foreign language. Appeal to the phenomenon of foreign competence in the direction of the value perception of foreign reality allows to reconstruct the educational process from the standpoint of achieving the result of higher professional education - foreign competence. Foreign language reality and personality of the student, as a subject of the educational process, represent systemic formations, the interaction between which is carried out on the basis of value orientations [4].
Foreign competency is a system-value personal of new formation synthesizing foreign language, professional knowledge, foreign language skills and value relationships. Foreign competence is manifested in the value self-determination and the individual's readiness to organize educational, cognitive, professional activities from setting goals, choosing methods of cognition to monitoring and evaluating the result. Foreign competency is the result of learning objects of foreign language in order to carry out personally and professionally significant activities.
Foreign competency acquires essential characteristics in the event that:
- along with the accumulation of integrated foreign language knowledge and the development of skills, the dynamics of the student's value relations to cognition and self-determination in professional activity are ensured;
- the content of linguistic education is based on the study of objects of real foreign language in the dialogue of cultures transformed in the process of cognition through the prism of value relations;
- the process of teaching foreign languages is continuous, deployed in real time and space, structured in accordance with the stages of the system-value technology for the development of foreign-language competence (the first stage is tentative-familiarization, the second stage is practical-oriented, the third stage is professional-value);
- pedagogical interaction "teacher-student" is a value-significant environment development of foreign competencies is based on the integration of educational, communicative-pragmatic, personally and professionally meaningful values-values. From the standpoint of pedagogical interaction, foreign competence can be considered as a process and as a result. Foreign competence as a result is the result of system-value knowledge of objects of real-life foreign language. The objects of real foreign language reality are a multidimensional phenomenon, expressed by oral and written texts, foreign
information related to the practical possession of a foreign language. Elements of foreign reality, cognized in the dialogue of cultures, regional studies, norms of behavior, paralinguistic represent the necessary material, in the course of cognition of which the foundations of foreign competence are formed. From the point of view of effectiveness, foreign competence is a special cross-section of the integrative set of knowledge, skills and values of a student's personality formed during the educational process. Each slice can be considered as a certain educational result at a certain stage of the educational process. The conditional collection of sections is a relatively completed in its development foreign language competence of an individual.
The integrity of pedagogical science is the main task of developing any scientific research. It is determined by five factors: mastering the values of modern science, connecting pedagogical science and practice, integrating pedagogy and psychology, and providing a systematic approach to the development of pedagogical knowledge. Pedagogy as a science is subordinated to the general law of modern science: it explores the past in order to objectively assess the present and accurately foresee the future.
As noted in the works of D.I. Feldstein and a number of other teachers, the postindustrial society (information civilization, as M. Castells defined) is born before our eyes, and the new information culture to a certain extent separates the youth and the older generation, but thanks to the availability the global Internet, satellite TV channels, students and teachers can receive new knowledge at the same time, despite the different motivation and different perceptions of the new material. In this regard, the search for the psychological and pedagogical foundations of the educational process is an up-to-date training of teachers integrating multimedia technologies with pedagogical ones and ensuring the formation of their information competence. All this reveals the possibilities of multimedia technologies for teaching subjects that provide not only training, but also the development, education of students and teachers themselves [4, 5].
Conclusion. A teacher can increase his professional growth through research on international programs for improving the training of highly qualified personnel. Participation of teachers in various international seminars, scientific and practical technical conferences is also an excellent way to improve pedagogical professionalism.
References / Список литературы
1. Nyudyurmagomedov A.N. "Integration processes in teacher education" / dis. Dr. ped. Sciences / A.N. Nyudyurmagomedov. Rostov, 1999.
2. Pryazhnikov N.S. Professional and personal self-determination / N.S. Pryazhnikov. M: Publishing house "Institute of Practical Psychology", 2003. 256 p.
3. Galaguzova M.A. The methodology and technology of the work of a social pedagogue. / M.A. Galaguzova. M., 2002. 192p.
4. Feldstein D.I. Problems of Age and Pedagogical Psychology. Feldstein. Moscow: International Pedagogical Academy, 1995. 368p.
5. Castells M. Galaxy Online. Reflections on the Internet, business and society. / M. Castells. Yekaterinburg, U-Factory, 2004.
