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37Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 5
educational, natural and social sciences О ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
THE ROLE OF WEBINARS IN TEACHING ENGLISH AND PROFESSIONAL DEVELOPMENT
Usmonova Roziya Maxamadjanovna,senior teacher Uzbekistan State World Languages University, Foreign language and literature, Tashkent, Uzbekistan
Abstract: Proficient advancement assumes a focal function in cultivating instructing quality. As educating and learning in Uzbekistan have grasped a computerized mode, the rise of online courses has been noted. Be that as it may, little is thought about its effect on essential and auxiliary English language instructors, particularly in rustic territories. This multi-point of view contextual investigation intended to investigate the convictions and practices of a little gathering of mid-vocation educators working at various schools in a southwestern region in Uzbekistan as they encountered computerized proficient turn of events. Subsequent to having thought about their support in both simultaneous and nonconcurrent online classes, the educators were urged to actualize chosen strategies to draw in students in their instructing settings. Subjective discoveries from educators' meetings and perceptions exhibit how this advanced methodology affected their educational and social insight, affecting their homeroom rehearses.
Keywords: professional development, webinar, rural contexts, teaching techniques, teacher learning, PD approach, post-online class, PD programs.
РОЛЬ ВЕБИНАРОВ В ОБУЧЕНИИ АНГЛИЙСКОМУ И ПРОФЕССИОНАЛЬНОМ РАЗВИТИИ
Усманова Розия Махамаджановна,старший преподаватель,
Узбекский государственный университет мировых языков, Кафедра методики преподавание английского языка, Ташкент,
Узбекистан
Аннотация: Профессиональное продвижение предполагает центральную функцию в воспитании качества обучения. По мере того как образование и обучение в Узбекистане перешли в компьютеризированный режим, наблюдается рост онлайн-курсов. Как бы то ни было, мало думают о его влиянии на основных и вспомогательных преподавателей английского языка, особенно в деревенских территориях. Это контекстуальное исследование с множеством точек зрения было направлено на изучение убеждений и практики небольшой группы преподавателей среднего образования,
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работающих в различных школах в юго-западном регионе Узбекистана, когда они столкнулись с компьютерным умелым поворотом событий. После того, как преподаватели подумали об их поддержке как в одновременных, так и в параллельных онлайн-классах, им было предложено реализовать выбранные стратегии, чтобы привлечь студентов в их учебную среду. Субъективные открытия, сделанные на собраниях преподавателей, и их мнения показывают, как эта продвинутая методология повлияла на их образовательную и социальную проницательность, повлияв на репетиции в классе.
Ключевой язык: профессиональное развитие, вебинар, сельский контекст, методы преподавания, обучение учителей, подход PD, пост-онлайн-класс, программы PD.
Among different structures and methods of nonstop expert turn of events (PD), going to workshops or meetings is a significant movement. Borg (2014) confirmed the multifold benefits for participants: extending collections of English Language Teaching (ELT) methods, partaking in an organization of experts, and advancing polished skill. In any case, the expense of going to meetings has left networks in certain locales underestimated, which urges PD leaders to search for choices to face-to-face conferences. Specifically, the affordances of web 2.0 have empowered meeting coordinators to hold online courses (characterized as workshops on the Internet by Hockly (2012). Moore, Fisher, and Baber (2016) detailed that the IATEFL web gathering in 2015 pulled in instructors from in excess of 41 nations. Cost-viability, incredible comfort, and rich substance are factors that appeal to virtual participants. The absence of PD openings in country Uzbekistan is very much archived yet the nature of accessible instructor preparing ventures is under investigation. Given the rise of free online courses, this examination venture was completed to research the advantages and difficulties of teachers when they were welcome to prepare in a virtual learning condition. The investigation likewise investigated the effect of the members' execution of strategies gained from online class support. The venture introduced subjective information from meetings and perceptions of a multi-viewpoint contextual investigation of educators working in Ben Tre, a rustic territory of Uzbekistan. [1]
1Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70-73.
INTRODUCTION.
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The paper begins with a writing review that reveals insight into highlights of compelling PD program, affordances that outcome in the rise of PD by means of online classes, and factors that map the PD scenes in Uzbekistan. This is trailed by a portrayal of the specific circumstances and members in the various contextual investigations just as strategies for information assortment and methods. What the members gained from the advanced preparing condition and how they executed new procedures will be uncovered in the discoveries area. At long last, ramifications of this examination at nearby and other different settings are explained. Worries over low quality of in-administration educator instructional classes were brought up in the writing, with Borko (2004) recognizing that as a rule, PD projects can be "divided, [and/or] mentally shallow". The basic reasons for unsuitable preparing results differ; be that as it may, in creating nations, even educator coaches couldn't set their own successful preparing plan inferable from the presence of brought together organization. Irreconcilable circumstances couldn't be settled when PD coordinators didn't address the necessities of nearby preparing settings, stating their capacity in both the preparation educational plan and program usage to increase monetary motivations.
With regards to viable PD program plans, analysts concur on the considerable factors: content, association, joint effort and maintainability. Right off the bat, the preparation substance and materials ought to be important, arranged and school-based with the presence of outside mastery. As needs be, rather than a top-down methodology wherein strategy creators incur an unbending preparing plan, members ought to have a decision of preparing materials and methods of support. What's more, members are relied upon to assume a functioning part in talking about and sharing encounters instead of simply accepting information from specialists. The program ought to permit open doors for on-going help concerning students' execution of new procedures. The muddled cycle of execution requests steady help to bring about instructors' effective take-up. Past aptitudes procurement, members ought to be engaged to set out on their self-coordinated PD venture. As such, educators' customized improvement tracks do make a difference, and the one-size-fits-all PD approach could be dismissed.Concerning the developing fame of computerized PD, Bates et al. (2016) recognized components in which the advanced experience benefits members: quick answers for educational issues, outer mastery, and accessibility of computerized assets and less expensive access yet proportional quality. Furthermore, two methods of advanced PD were arranged: coordinated (ongoing connection) and offbeat (deferred communications, occurring in various occasions for various
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members). Different advanced stages have been used across settings: a portable based web what indicated virtual class visit in Korea, minimal effort cell phones whose memory cards are duplicated with class homeroom recordings in Bangladesh, or screen-projecting innovation for educators finding out about innovation for any computerized clients. Clients' input showed that the recordings were "a gold mine" for PD attributable to their instructional plan and multimodality. In spite of the fact that the handiness of advanced learning is accounted for, the maintainability of such stages are addressed when post-encouraging cooperation isn't continued, and when instructors have not accomplished authority level.
As respects supplanting or enhancing customary workshops and meetings, online courses can be seen as a solid competitor since they are coordinated with advanced cooperation apparatuses. From the viewpoint of online class coordinators, cautious arranging, connecting with points, proper cooperation, changed undertakings, and specialized help will build participants' interest and inspiration. Aftereffects of a review directed on 122 online members uncovered that 84% of respondents felt the introductions were fruitful for their PD. Perceptibly, as per Moore et al., the online meeting participants emphatically received the affordance of simultaneous content-based connections in the advanced preparing condition: "Text talk is without a moment's delay complex and multifunctional, yet profoundly durable and significant". Then again, the members' conduct past online course support was not revealed in Moore et al's.quantitative examination.[2]
As per the testing strategy that misused "individual connections" proposed by administrator, members were chosen purposively rom a partner of 164 instructors in Ben Tre area in a concentrated educator preparing venture for school English language educators (comprised of 52 hours of guidance, covering showing philosophies and innovation combination) in which the primary scientist was among the five co-mentors in late 2015. After a call for cooperation was sent to 10 dynamic instructors who kept up continuous post-preparing interchanges with the creator, four educators elected to partake. These were experienced specialists who had at any rate 5 years of showing experience, working at various essential and optional state schools in 3 provincial regions. All the Uzbek members had perpetual showing positions, and accomplished the level B2 in The Common European Framework of Reference for
2Berger, R. (2015) Now I see it, now I don't: Researcher's position and reflexivity in qualitative research. Qualitative Research, 15(2), 219-234.
METHOD.
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Languages. Albeit all members are working in a particular region, they give essential experiences speaking to Uzbek teachers in provincial regions on the reason that the centralization of instructive strategies in Uzbekistan has been noted.
The Impact of Webinar Association on Teaching Practices. This segment reports discoveries drawn from educators' appearance in the post-showing interviews along with the non-member perception field notes of the main scientist, who kept on going about as a colleague. The specialist's essence in the educators' study halls was probably going to have caused the onlooker's oddity in spite of his non-member mode, influencing instructors and students' exhibition, as Guzal conceded: "Class hushed up that day, not as energizing as they used to be." However, note that when such negative effect was brought up in the meetings, the main scientist would not encourage further conversations. The last meetings, in this way, were less aimed at directing instructors to make a totally updated, full-length exercise plan later on, yet more centered around educators' appearance on their instructional choices originated from the utilization of new instructing strategies. Everything considered, the four educators were happy with their application, yet they concurred that significant changes were to be made to ace the new academic methods. Thinking about the phase when understudies alternated asking each other from given inquiry prompts to rehearse the utilization of the modular action word can in a meeting action, Guzal felt that "I ought to have included additional inquiries in the rundown in light of the fact that the understudies completed the meeting movement quicker than I had arranged." The principal writer recommended that she may have added action words from past exercises to reuse the info, and supplanted the phrasing "capacity" composed on the board with "can" on the grounds that a student had incorrectly spelled ability (sic) when duplicating the word in his scratch pad. Her comments demonstrated that the educator manual influenced her assertion decision: "In the event that I had expressed "can", it would have been a lot simpler for understudies to duplicate. My misstep was because of the impact of the instructor book in which the writer stated "capacity" to clarify the use."
In the interim, in Feruza's study hall, understudies framed two enormous gatherings to re-request blended word cards to make significant sentences (a word block movement). She accepted that her homeroom the board aptitudes could have been refined when there was not shared investment among students: "To improve it, I
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figure we should shape little gatherings. The gatherings were very large, so students would in general be snatching their companions' assertion blocks."[3]
Educators' comments seem to show that going to online courses is a viable hotspot for their learning in rustic regions since they can grow their collections of instructive aptitudes at almost zero cost, which reverberates with Moore et al's. (2016) advantages of going to virtual gatherings. At the point when worries about the absence of assets in provincial state funded schools have been voiced, the overall agreement among the members about the pertinence of the online courses' substance and the speakers' connecting with virtual preparing abilities may offer a functional arrangement.
Subjective discoveries in the examination present explicit procedures that the members have procured, uncovering that educators' responsibility for ought to be esteemed as they have the opportunity to choose the online courses they might want to join in and the holes in their encouraging they might want to fill. Steady with educators in Stannard and Matharu (2014's) study, who were utilizing free screen projecting recordings to "create at their own movement and secretly", the recorded online classes in Phase 2 urged Guzal and Feruza to embrace numerous viewings while transferred gifts and slides gave Nosir further learning chances. As the difference in instructors' discernments in conventional PD programs has been inspected, the discoveries from the educators referenced above extend the extent of such changes. Past increasing explicit methods from online course participation, the provincial experts enunciated the difference in their instructive discernments: monitoring assets in troublesome homerooms (Guzal), advancing sex fairness (Babur), and thinking about elective appraisal (Nosir). Concerning free assets for individual PD, the venture can additionally illuminate different instructors or instructor teachers regarding the accessibility and the significance of live and recorded online courses. Participation in this computerized preparing mode could add measurements to their educational collections once they know about online course segments, for example, enlistment and sign in systems, visit box and introduction presents for post-online class execution and reflection. PD suppliers for educators in country regions ought to know about the viability of this developing preparing stage. Online class interest ought to be incorporated into or may even supplant the
3Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39(3), 370-380.
DISCUSSION.
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customary track of taking up close and personal instructional meetings with regards to cost-sparing elements, adaptable timetable and individualized substance. Methods of cooperation are simultaneous and additionally offbeat, which can best fit the members' working timetable and recognized territories for advancement. Welcoming in-administration instructors to partake in free online classes, as it were, can be the absolute initial step to set them up for "proficient self-rule". Whenever actualized, the methodology will in general make light of the incorporated and regulatory approaches of PD programs saw in creating settings. Moreover, gathering coordinators ought to consider posting meeting talks internet, initiating advanced perspectives on educators, particularly those in far off or provincial areas who can't go to the meetings face to face because of requirements, for example, account and separation to the gathering scene. From a down to earth viewpoint, when Internet access isn't dependable or accessible, recorded online courses or meeting talks can be duplicated to members' USB drives or their cell phones' memory cards for home or portable based survey - the act of which has been discovered valuable as indicated by Woodward et al. (2014).
Considering the muddled cycle of the utilization of new procedures, it is vital that disconnected help is given when educators are learning web based, including specialized help and substance explanation. This can be accomplished by including teammates - who could be associates at similar school to encourage instructors' "rising dominance". Essentially, moving past the limited long periods of erratic meetings, it underscores the need to have privately made online courses facilitated by moderators who share the primary language with members to encourage top to bottom conversations identifying with new information securing, and are equipped for offering proceeding with help to support learners' turn of events. This underscores the foundation of neighborhood networks of training of online course goers to support dynamic online course interest and reflection on the usage of novel procedures. The undertaking constraints ought to be noted with respect to the manageability of online class interest and students' result. Right off the bat, as the venture was directed on a four-month time frame, the overgeneralization of the exploration discoveries ought to be painstakingly audited, requiring a drawn-out examination concerning the effect of online course participation. The subsequent thought is connected to students' result, which has not been estimated separated from instructors' self-revealed information related to the specialist's perception field notes. We are questionable whether students have truly profited by instructor change after
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their educators' online class participation.[4] All things considered, future examinations may be led to investigate the impact of online class participation with a longitudinal center, incorporated with a dependable appraisal device to assess the effect of instructor advanced PD on students' advancement.
The experience of four teachers' taking an interest in free online courses has seemed, by all accounts, to be advantageous for their casual PD. All the while, it portrays the perplexing cycles that instructors have gone through in virtual situations, which question their hypothetical information and demonstrable skill inside the online course network. Furthermore, the advanced investment has empowered them to preliminary new methods in their own showing settings, yet at different degrees of accomplishment. The subsequent usage reflections were encouraged by the main scientist's cooperation, which gives another viewpoint into their practices. At the point when nearby facilitators are included, going to online courses ought to be considered as a satisfactory option in contrast to expensive customary up close and personal meetings for educators working in rustic regions, particularly the individuals who are furnished with fundamental mechanical gadgets. PD chiefs in the National Foreign Languages 2020 Project and in other enormous scope PD activities, thus, are instructed to incorporate the affordances concerning the online class stage with neighborhood facilitators' ability to plan powerful PD programs that best serve the requirements and settings of country members.
1. Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70-73.
2. Berger, R. (2015) Now I see it, now I don't: Researcher's position and reflexivity in qualitative research. Qualitative Research, 15(2), 219-234.
3. Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39(3), 370-380.
4. Borg, S. (2014). The benefits of attending ELT conferences. ELT Journal, 69(1), 35-46.
5. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
4Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279.
CONCLUSION.
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6. Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258-279.
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