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THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PROFESSIONAL TEACHERS
N. А. Muslimov Kh. Sch. Kadyrov
This article outlines the elements of professional and personal, theoretical and practical components of pedagogical activities, serving the measure and method of creative self-realization of a professional education teacher in the resolution of various pedagogical situations aimed at professional competence development.
Key words: professional education, professional competence, education, distant learning, teacher, educator, competence.
Qualitative and structural changes, taking place in the system of higher professional education, in the context of its modernization, ultimately, are aimed at the professional and personal development of students. These two essential components of the specialists' development are combined in the concept of "professional competence", thus, giving this phenomenon a certain universal character, because we think that this concept includes the professionalism, skills, creative ability, high intelligence and cultural and moral values of a person. In short, this is a certain desired image of a specialist that must be developed in a humanistic educational system of a university. All the above will allow a specialist to fully realize their personal and professional potential in a specific activity, through continuous development, self-education and self-improvement.
Therefore, in the dynamics of modern educational processes, the fundamental importance of pedagogical professional competence is highly recognized. It is seen as a systematic, integrative unity, and synthesis of intellectual and practical skills. This professional competence includes cognitive, functional and cultural unity in the content of a teacher's education. It also includes the personal characteristics of a teacher, such as value orientation, abilities, character traits, willingness to interact with children and exercise of practical activities, allowing a person to use its potential, to carry out complex culturological types of activity, and to adapt quickly and successfully to a constantly changing society and professional activity [1]. This definition covers all the structural elements of personal and professional, theoretical and practical components of the educational activities that are the measure and the way of creative self-realization of teachers in dealing with various pedagogical situations, aimed at creating pedagogical values and technology. Particular attention is given to the formation of future teachers’ knowledge and skills, as they are the foundation of professional education. Future professional teachers should have the theoretical and practical knowledge in the field of technology, techniques and methods of their acquisition, to know the history of development of the subjects, and to master practical skills and habits in their professional activities to be used in the course of preparation of future junior specialists.
Solving these problems directly depends on the use of the techniques of professional preparation, relevant to the competence-based approach, among
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which the important place is occupied by the contextual technology of training of future teachers. Contextual learning is learning, in which with the help of the whole system of teaching forms methods and means, the subject-based social content of future professional activity of a specialist is being formed. However, mastering by a specialist of abstract knowledge as a sign system, superimposes this activity. The doctrine should not be self-concentrated (to learn in order to receive knowledge). Self-activation should be the most important thing, which ensures development of the necessary professional and social qualities of a specialist. As in traditional teaching, in contextual learning the educational material is presented in the form of educational texts, as a sign system, and still serves as information that must be learned. A distinctive feature of contextual learning is that behind the information, which is structured mainly as tasks, innovation, and problem situations, one can trace the real contours of future professional activity (hence, there is the semantic-contextual learning) [2].
In contextual training: (a) a student, from the very beginning, is in the active position; (b) the whole potential of joint decision-making is used; (c) knowledge is assimilated by students in the context of solving modeled professional situations, which leads to the development of cognitive and professional motivation, and personal perception of the process of learning; (d) a combination of individual and collective forms of the work of students is used, allowing the development of business, and moral qualities of a person; (e) any educational technologies may be used: both traditional and new ones.
In special disciplines, real professional situations and fragments of business activity are recreated, as well as the relations of people engaged in it. Therefore, students are given the contours of their professional work. In the analysis of such situations, both business and educational, a student develops as a specialist and a member of a future team.
Bibliography
1. Адольф В. А. Формирование профессиональной компетентности будущего учителя //
Педагогика. - 1998. - № 1. - С. 72-75.
2. Вербицкий А. А. Активное обучение в высшей школе: контекстный подход. - М.:
Высшая школа, 1991. - С. 207.
Translated from Russian by Znanije Central Translastions Bureas
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