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THE INDIVIDUAL APPROACH AS AN IMPORTANT INDICATOR OF PROFESSIONAL COMPETENCE OF TEACHERS
H. Tokhtakhuzhaev
The possibilities of an individual approach in education, based on the example of physical education, are discussed in the article. The value of professional competence in implementation of the individual approach is underlined.
Key words: individual approach, education, professional competence.
Today, more than ever, the words of the President of the Republic of Uzbekistan are relevant, “The future starts today. If we do not pay attention to education of the young generation, we will lose our future... Spiritual and moral purification, faith, honor and dignity, conscience, honesty, kindness - all these wonderful human qualities do not appear out of nowhere, all of them are based on education ... We need to provide all possible material and moral support to academicians of higher schools and teachers of secondary schools [1]. It is possible to achieve this successfully only if competence and an individual approach in education are provided, which means that the educational process should be based on taking into account the individual characteristics of each pupil, development of his/her personal identity, development of his/her capabilities, uniqueness, and individual style of activity. At the same time, it is necessary to develop an individual path of education, which means a system of individualized knowledge, amended standard programs, adjustment of curriculum for each individual pupil, and understanding of the way to unlock each pupil’s potential. The creation of an individual educational trajectory is largely dependent on the competence approach in education, aimed at the orientation of education to achieve a sufficiently high level of knowledge, experience, and communication in various fields and areas.
Nowadays, we distinguish the informational, psychological, healthpreserving and other competencies that enhance the effectiveness of the educational process. Individual work of highly professional teachers, carried out “face to face”, is an opportunity for a teacher to solve personal, social and methodological questions of students, in particular: (a) identification of problems of a theoretical or practical character, which are relevant for a particular student; (b) determining the sequence of the emerged problems and the approximate timing of their solving; (c) involvement of other professionals to address the health-improving nature of physical education; (d) the choice of methods or athletic and sports training, etc.
If a teacher has professional pedagogical competence in the field of physical training, this allows him/her to implement the individual style of activity with due care. The individual style of activity is realized based on individual and typological characteristics (temper, capabilities, etc.). In the above context, the individual style of pedagogical activity includes the means and methods of pedagogical activity and communication (system of techniques, mindset, way of communication, ways
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of raising demands and solution of conflicts), which are specific to a particular teacher, his/her identity, and ways of self-expression. It was discovered that the individual style of pedagogical activity is shaped under the influence of the teacher’s focus on development and self-formation of a student, which, in turn, contributes to improvement of pedagogical skills, the manifestation of the leading factor of the teacher’s personality. Pedagogical competence of a teacher contributes to the development of creative individuality of children and teenagers, their independence and spiritual wealth.
Thus, individualization in education is an urgent task, as the more individual the approach is, the more likely it is that each student will reach the desired learning outcomes and will master all subjects more successfully, and will acquire knowledge and skills in a larger volume. It was found that individualization brings training in conformance with age characteristics, abilities, interests and needs of students at all stages of lifelong education. In their turn, students acquire competence, self-esteem and a desire to solve more complex problems. By knowing the individual characteristics of students, a teacher can plan profound, interesting and creative types of activities, alternate activities in a timely manner based on the scientific approach, and adapt materials and assignments. In the course of education, a teacher receives information about students’ strengths and weaknesses, and about the interests of each student, which allows him/her to develop a pedagogical strategy that is a set of specific techniques that teachers use to help the students to achieve the set goals at different emotional age stages. Pedagogical competence of teachers makes them implement the pedagogical strategy based on students’ interests, of, their strengths and weaknesses, learning style, and consideration of age characteristics and personal qualities. The valeological competence (see the methods of N.N. Malyarchuk) that makes it possible to analyze the qualities characterizing the favorable and unfavorable psychological climate, and ultimately to judge about the personality, creativity, wellbeing, health-improvement activities, and other qualities of pupils is of equal importance for teachers of physical training.
Bibliography
Каримов И. А. На карте мира появилось новое государство - Республика Узбекистан //
Узбекистан на пороге достижения независимости - Ташкент: «Узбекистон», 2011. -
С. 369-379.
Translated from Russian by Znanije Central Translastions Bureas
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