0THE ROLE OF EDUCATIONAL CLUSTER IN TEACHING ENGLISH
Gulbahor Fayzulla qizi Jumadullayeva
Chirchiq davlat pedagogika universiteti
ABSTRACT
This article presents the effectiveness of the role of educational cluster in the study of foreign languages and its prospects in our country.
Keywords: cluster, method, efficiency, educational complex, methodology.
Educational clusters are not analogous to production clusters, but they have a lot in common. The cluster theory of M. Porter1 has entered many spheres, as well as education, during the last decade. It is worth noting the contribution of Russian scientists to these studies. In their scientific works, the concepts, branches of use and characteristics of the educational cluster were investigated. The pedagogical educational cluster forms the next innovation chain "education-science-educational tools-technologies-management-business", and its scientific research is one of the most important tasks of modern pedagogy. It is becoming increasingly necessary to maintain a natural link between the links that make up the educational complex, in terms of interest and effectiveness, based on the socio-economic conditions and needs of a particular region. Today, it is a broadly known fact that teaching and learning a foreign language can not be abridged to the direct teaching of linguistic skills like phonology, morphology, vocabulary, and syntax. The modern models of communicative competence show that there is much more to learning a language, and they comprise the dynamic element of cultural knowledge and awareness2. In other words, to learn a language well usually entails knowing something about the culture of that language. Communication that lacks applicable cultural content often results in hilarious incidents, or worse, is the source of solemn miscommunication and misunderstanding. According to Kramsch (1993), culture is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the restrictions of their hard-won communicative competence, perplexing their ability to make sense of the world around them3.
According to the notions of U. Khojamkulov, the main goals of the teacher ed-
1 Porter M. International Competition: Competitive Advantages of Countries. - M.: International Relations, 1993.
2 Bachman, L. F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.
3 Kramsch, C. 1993. Context and culture in language teaching. Oxford: Oxford University Press. 1995. The cultural component of language teaching. Language, Culture and Curriculum 8 (12): 83-92
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ucation cluster are4: Ensuring effective continuity in the field of pedagogy and promoting the best students in the teaching profession; create conditions for training future specialists based on innovative practices; reduce the time required for young professionals to acquire professional skills; creation of a new generation of educational, methodological, scientific literature, tools and didactic materials in teacher education; increasing the scientific, scientific and pedagogical potential of teacher education; accumulation and integration of resources around topical issues of teacher education development; search and application of various forms and types of educational, scientific and pedagogical practice in education; improving the continuity of education and training; create an opportunity to interact with preschool, secondary educational institutions and other students in the training of teaching staff; communication between the departments of teacher education, scientific justification of the need for communication and cooperation. Teaching method (method) can be defined as a systematic and regulated approach to the organization of purposeful, focused activities of the learner and the teacher.
We can think of the education model as a structure for the implementation of the educational process, which is carried out using one or more teaching methods.
A teaching method is a systematic approach to the organization of a purposeful, collaborative activity between a learner and a teacher.
"Method" is a Greek word meaning "way". Teaching method is a method of joint activity of teachers and students aimed at achieving a specific goal in the educational process.
Teaching methods are the ways to achieve the goals of teaching and the ways of theoretical and practical orientation of teaching materials.
Teaching methods determine the role of teachers and students in the learning process, how to organize and conduct the learning process, and what actions students should take in the process.
Many scholars have different interpretations of the classification of teaching methods. We will consider these classifications below.
I.Y. Lerner and M.N. Skatkin divide teaching methods into:
- explanation;
- reproductive method;
- problem-solving method;
- partial research method;
4 Khodjamkulov, U. (2020). Necessity and Conditions for Forming a Cluster of Pedagogical Education (on the Example of the Education System of Uzbekistan). European Journal Of Research And Reflection In Educational Sciences, 8(4), 133.
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- research method.5
S.I.Perovskiy and Y.Y.Golant classification:
- active;
- passive.6
Classification of YK Babansky:
- Organization and implementation of educational work;
- methods of control and self-control;
- cognitive games, educational discussions, interesting situations methods of exhortation, encouragement, reprimand and control.7
The classification of MA Danilov and B.P.Yesip depends on the tasks set in certain classes:
1. In the presentation of knowledge: storytelling, lectures, conversations, demonstrations.
2. Formation of skills and abilities in students: formation of exercises and practical work.
3. Examination of knowledge, skills and abilities - current observations, oral questions, written and practical control.8
Having studied and summarized the classifications of the above scientists, we propose the following classification.
Methods consist of several main groups, each of which in turn is divided into subgroups and their individual methods. Teaching methods according to the organization of learning activities, transmission, reception, comprehension, memorization of educational information, ensuring the practical application of acquired knowledge, the formation of practical skills and competencies can be divided into the following groups:
- Verbal (methods of verbal transmission and auditory reception of information or oral methods - story, lecture, conversation, etc.); Methods of visual transmission and reception of educational information (visual methods - visual, demonstration, etc.);
- providing teaching practice through practical labor actions (practical methods - exercises, laboratory experiments, labor movements, etc.).
5 So, W. W. M., & Watkins, D. A. (2005). From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education, 21, 525-541.
6 Giordano, E. A. (2008). School clusters and teacher resource centres. Paris: Unesco, IIEP.Levine, M. (2010). Developing principles for clinically based teacher education. Washington, DC: National Council for Accreditation of Teacher Education.
7 Bayar, A. (2014). The components of effective professional development activities in terms of teachers' perspective. International Online Journal of Educational Sciences, 6(2), 319-327. doi:10.15345/iojes.2014.02.006.
8 Davydova, N.N., Igoshev, B.M. (2014). Educational cluster as a backbone component of the regional model of continuing pedagogical education. Pedagogical Education in Russia.
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In general, the choice of method is determined by the didactic goals of education and upbringing. However, in different pedagogical situations, the types of activities between teachers and students change and interact with each other. Naturally, the teaching methods are compared according to these types of activities.
The choice of methods and methodological approaches in the preparation of the teacher for a new topic means to balance their interaction in time and didactic purpose. As a result, it is possible to ensure a high level of intellectual and practical activity of students. Properly used methods deepen the knowledge of objective reality and increase the overall and scientific level of the training. Sequentially selected teaching methods lead to a certain level of knowledge and professional interest, the activation of independent practical activities. Criteria for the selection of traditional methods in pedagogy have been extensively developed, and in recent years more than twenty of them have been cited in the works of didactic scholars. The criterion for choosing interactive methods is that they are highly focused on solving problems in the development of education and upbringing. This criterion is introduced by assessing the ability of different methods to solve problems in one area or another, as their ability to master the elements of social experience varies.
The next criterion for choosing interactive methods is their relevance to the nature of the educational content. The content of the method is also defined as part of the action. From this bous, this criterion will no doubt be taken into account. One method reveals the full content of the topic, while the other allows you to master it positively.
Another criterion for choosing interactive methods is that they are fully compatible with the learning opportunities of students, that is, to ensure the unity of internal and external conditions for effective learning activities.
The use of interactive teaching methods should be tailored to the individual capabilities of the educator.
Cluster Method (Network Technology). This method is aimed at teaching logical thinking, broadening the scope of general thinking, the use of literature independently. It helps to accelerate and expand students' thinking before they delve deeper into a topic:
1. A word on the topic is written in the middle of a large piece of paper or
board.
2. Students begin to write around them the words and sentences that come to
mind.
3. As soon as new ideas appear, the words that come to mind are immediately written down.
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4. The process of writing the words continues until the time set by the teacher is over or all the words and ideas are finished.9
A number of rules must also be followed when dividing into clusters:
1. Write down everything that comes to mind, regardless of their content.
2. Ignore spelling and other factors.
3. Write as long as possible before the time runs out.
4. Try to make as many connections as possible.
5. Don't limit the number of ideas and words.
It is aimed at training competitive personnel in our country continuing education is defined as: "Continuing education is the training of personnel basis of the system, socio-economic development of the Republic of Uzbekistan provider, economic, social, scientific and technological, and of the individual, society, and state is a priority area that meets their cultural needs.
Given the process of modernization of the education system a set of basic principles, ideas, methodological approaches and guidelines.
The introduction of a clustering model in the Uzbek education system is final G.I.Muhamedov, Sh.K.Mardonov, U.N.Khodjamkulov, R.Eshchanov, B.Eshchanov, J.Usarov, A.Shafkarov, Pedagogical in the research of Uzbek researchers such as S.A.Toshtemirova. Integration between regional types of education based on the innovative cluster of education Ensuring quality improvement, training of qualified personnel to create a scientific and theoretical basis for the introduction of innovative ideas and their effective case studies on practical application are described.10
"Continuity" is the concept of a continuous, ongoing process means. The concept of "continuing education" is in line with the above - a perfect person education means continuous education. Just continuous only in pedagogical processes a competent person can be formed. The person to develop both the state and society without forming or developing not allowed. Continuing education has the greatest impact on the process of personal development is an important factor.
Furthermore, the cluster form of organization of education allows the training of highly qualified teachers with the necessary professional competencies. The cluster of teacher education can be implemented at the following levels: international, national, regional; in a particular type of education, in a separate curriculum. In our studies, educational institutions at all levels of the region, employers, as well as educational institutions working in a cluster environment consisting of a number of or-
9 Friere, P. (1990). Pedagogy of the oppressed. New York: Continuum, 1990.
10 F.И.Мухамедов., Таълим жараёнида инновацион Педагогик таълим кластер куллашнинг афзалликлари, Prospects for the effectiveness of teaching foreign languages in educational institutions on the basis of education innovation cluster. Chirchik-2019, 39p.
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ganizations and authorities involved in scientific and pedagogical research and the production of teaching aids, teaching aids, work within the framework of a cluster cooperation agreement, study the problem of training. Young learners can learn new words on different topics while going on educational process increases year by year. Learner will grow his word-bank also develops with various educational institutions. At the same time , quantity and levels of words will raise 100- from beginner to advanced from 500 words and up to 4500 .
According to the previous ideas and conclusions it can be acknowledged that, by pedagogical cluster system every educational establishment will contribute each other instructionally , as well as benefits step by step. Clearly, the learner will teach what he learned for years in pre -schooling and schooling period, then he consolidates and updates the target language vocabulary . Conlusion
By the way of conclusion , as technology surrounds every sphere of our life, pedagogical establishments attempt to educate young generation in qualitative education and provide to correspond. For this purpose, modern educators consider to utilize instruction to develop vocabulary in primary, secondary and higher education. By vocabulary learners can know new data faster, easily and effectively .Also , digital technologies can save our time and transfer the newest knowledge to learners. Knowledge should be updated permanently and the innovative cluster of pedagogical education is recommended to enhance vocabulary in learning and teaching process. Moreover, innovative cluster of pedagogical education is really influencial and helpful to create great word-bank due to the integration of educational institutions.
REFERENCES
1. Porter M. International Competition: Competitive Advantages of Countries. - M.: International Relations, 1993.
2. Bachman, L. F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.
3. Kramsch, C. 1993. Context and culture in language teaching. Oxford: Oxford University Press. 1995. The cultural component of language teaching. Language, Culture and Curriculum 8 (12): 83-92
4. Khodjamkulov, U. (2020). Necessity and Conditions for Forming a Cluster of Pedagogical Education (on the Example of the Education System of Uzbekistan). European Journal Of Research And Reflection In Educational Sciences, 8(4), 133.
5. So, W. W. M., & Watkins, D. A. (2005). From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers.
April 23-24, 2024
105
Teaching and Teacher Education, 21, 525-541.
6. Giordano, E. A. (2008). School clusters and teacher resource centres. Paris: Unesco, IIEP.Levine, M. (2010). Developing principles for clinically based teacher education. Washington, DC: National Council for Accreditation of Teacher Education.
7. Bayar, A. (2014). The components of effective professional development activities in terms of teachers' perspective. International Online Journal of Educational Sciences, 6(2), 319-327. doi:10.15345/iojes.2014.02.006.
8. Davydova, N.N., Igoshev, B.M. (2014). Educational cluster as a backbone component of the regional model of continuing pedagogical education. Pedagogical Education in Russia.
9. Friere, P. (1990). Pedagogy of the oppressed. New York: Continuum, 1990.
10. Г.И.Мухамедов., Таълим жараёнида инновацион Педагогик таълим кластер куллашнинг афзалликлари, Prospects for the effectiveness of teaching foreign languages in educational institutions on the basis of education innovation cluster. Chirchik-2019, 39p.
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