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THE PROFESSIONALISM OF THE MODERN TEACHER AS THE CONCEPTUAL BASIS FOR MODERNIZATION OF THE LIFELONG EDUCATION SYSTEM
D. B. Akhmedzhanova
The article considers issues related to the teacher's development of professional qualities within the modernization of the continuous education system. It lists pedagogical concepts in the theory and history of education.
Key words: continuous education system, modernization, teacher's professionalism, specialist of high culture.
The president of our republic, I. A. Karimov, has repeatedly stated in his speeches that those countries that will win in the 21st century will gave preference to intellectual and spiritual values. As a response to these challenges, the "National Program for Training of Personnel" was developed in Uzbekistan. This program laid the foundation for the new paradigm of education. As of today, humanitarian and sociocultural aspects of this problem have been developed in some detail. It’s a necessity to master cultural and historical heritage, acquaintance with world culture, humanistic orientation of mind, and spirituality as a necessary characteristic of a specialist [1, p. 2].
However, aspects of encouragement of professional behavior and skills of specialists require further improvement. That is why, firstly, lifelong education must provide for targeted training of specialists, that is their training in certain sought-after specialties considering the specificity of real production units
(establishments).This must be done in anticipating way; secondly, it's necessary that the triad "science-education-production" work consistently. Each subject of this triad has its own tasks, the completion of which is essential for effective functioning. This means that it is necessary to find organizational forms for achievements of pedagogical science to be included in programs of educational establishments as soon as possible.
Modern education in Uzbekistan is developing in several directions rapidly: first of all, it's modernization of the content of education; development and introduction of modern educational technologies; ensuring conditions for effective realization of students' personal potential. To solve these problems it's necessary to systematically and purposefully develop and introduce technologies of subjective realization of personal potential in the process of education, and this necessitates training a new teacher [2, p. 60]. Considering the above-stated, the process of development of pedagogical culture and pedagogical mastership of a teacher also must be corrected. As is well-known, mastership is the high and continuously improved art of upbringing and education, available to each teacher working by avocation and loving children. The pedagogue, being an expert, is a highly cultured specialist with deep knowledge of his/her subject, who is well familiar with the corresponding areas of science and arts, practically understands general and especially child psychology, who is fully trained in all methods of education and upbringing.
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Knowledge of child psychology becomes the leading field in the knowledge structure of those teachers, who are more responsive to the pupils' reaction to explanation and each action. Knowledge of child psychology in its turn is demonstrated in the pedagogical action of a teacher. V.A. Sukhomlinsky wrote: "Don't forget that the ground your pedagogical mastership is built on is in a child, in his/her attitude to knowledge and you as a teacher. This is the desire to learn, inspiration, readiness to overcome difficulties. Enrich this ground carefully; there is no school without it. However, the professionalism of a teacher, of his/her pedagogical culture, doesn’t guarantee success in pedagogical activities. In the real process, professionalism is always united with common cultural and social and moral aspects of a teacher’s personality. Such unity is the expression of the teacher's culture, which characterizes the integrity of his/her image. In particular, it confirms that the study of biographies of prominent enlighteners, pedagogues and mentors of different ages and peoples (Ya. A. Komensky, Yusuf Khoss Hajib, Keykavus, Akhmad Yugnaki, Saadi, Jami, Davani, Ali-Shir Nava'i, Koshifiy Husayn Voiz, I. H. Pestalozzi, K. D. Ushinsky, S. T. Shatsky, A. Avlonin, V.A. Sukhomlinsky and others). Their humanitarian culture, expressed in wide education, intelligence and a high sense of duty and responsibility, served as the basis for generation of humanistic ideas, breaking the vicious cycle of traditional pedagogical beliefs and enhancing the current level of development of pedagogics and enlightenment in general.
That is why the best results in pedagogical activities are associated with overcoming professional narrow mindedness, the ability to consider narrow professional issues in the widest philosophical and methodological, as well as social and cultural context. Thus universal pedagogical concepts in the theory and history of education appeared: humanistic pedagogy (Sh. A. Amonashvilli), cognitive and personalized pedagogy (E. A. Yamburg), scientific and technocratic and humanitarian pedagogy (I. A. Kolesnikova) and others. Humanitarian culture is first and foremost the harmony of culture of knowledge, feelings, communication, and creative actions. Namely such culture allows a pedagogue to objectively study and determine the level of development of students, understand them, introduce them into the world of spiritual culture, organize spiritually rich activities, and form their social and value orientation. On the other part, due to these qualities, the personality of a teacher becomes important and interesting for pupils, he/she becomes "the only" teacher, meaning the dearest person for the whole life. And the lifelong education system is a step to achieve success in study and creativity.
In our opinion, implementation of these measures will promote sustainable development and modernization of lifelong education and more qualitative training and advanced training of pedagogues under the current conditions.
Translated from Russian by Znanije Central Translastions Bureas
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