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7THE WAYS OF FOSTERING THE PROFESSIONAL COMPETENCE OF TEACHERS IN HIGHER EDUCATIONAL INSTITUTIONS Yakubova S.M.
Yakubova Sayyora Ma 'dievna - Senior Teacher, TEACHING LANGUAGES DEPARTMENT, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion reveals the ways of fostering the professional competence of teachers in higher educational institutions. The author of the article considers that the professional competence of a teacher is a normative model, reflecting scientifically grounded composition of professional knowledge, skills, methods of activity and expressing the unity of his/her theoretical and practical preparedness in the integral structure of personality.
Keywords: professional, competence, educational, quality, ranking system, unity, theoretical, practical, activity.
At present, the reforms of higher education in the Republic of Uzbekistan are focused on the implementation of government decisions to modernize the national higher educational system in the area of improving the quality of higher education, introducing a national ranking system for universities, improving foreign languages teaching, introducing a new system of the postgraduate education, and developing a system of the professional development and retraining of academic and administrative staff at universities [1].
A teacher should implement the transition from traditional technologies to developmental, person-centred learning technologies, use technologies of level differentiation, "learning situations", project and research activities, information and communication technologies, interactive methods and active forms of learning [3]. An integral component of professionalism and pedagogical excellence of the teacher is considered to be his/her professional competence. Professional competence of the
teacher is an intellectual potential that exists in a teacher's mind and is implemented in the performance of work in accordance with professional standards. This indicates that the teacher's competence refers to his/her ability to use professional standards effectively to help, guide and advise their students so that they can achieve good results [3]. It is known that the teacher has to be self-aware of the need to improve his/her own professional competencies. Analysis of own pedagogical experience intensifies professional self-development of the teacher, which results in the development of research skills, which are then integrated into pedagogical activities.
The problem of developing professional-pedagogical competence has been addressed in a number of studies (N.V. Kuzmina, I.Y. Aleksashina, E.V. Bondarevskaya; T.P. Brazhe, S.G. Vershlovsky, etc.) [3]. The results of these studies act as a basis for the improvement and professional development of different categories of teachers: focus on the development of creative potential and methodological thinking, project culture, readiness for self-education and, eventually, pedagogical competence. Many researchers have proved that the structure of the special competence of a foreign language teacher consists of the following components: communicative competence, i.e. professionally oriented knowledge of a foreign language; linguistic competence, which implies knowledge of basic theoretical provisions about language as a social phenomenon, its connection with thinking, culture of people, origin and development of the language, its history and modern development problems, as well as life, everyday life, games, popularity.
A number of authors differentiate the groups of professional competences according to their generality: general and special. General competences: attitudinal, communicative, normativelegal, psychological-pedagogical, reflexive and special competences: subject and methodological. The structural components of competences are knowledge, abilities, and skills of ways of activity which are stored in professional experience in a "disassembled form" and assembled in response to the need to act in certain problem situations. The value of the highlighted
competencies is determined by their essence content necessary to perform the main professional functions: teaching, education, training and research activities (professional development). When forming the list of competences, we took into account their complex nature, i.e. the presence in the structure of competence: a) object of real reality; b) social significance of knowledge, skills and ways of activity in relation to this object; c) personal significance for the learner of the competence formation [4].
Nowadays, when defining a teacher's professional competence, one cannot ignore his/her information competence, which provides activity skills with information contained in academic disciplines and educational areas as well as in the surrounding world. Information technology in professional teacher training implies interaction of a teacher and a student in some information environment in which the process of communication is conducted in the language of this environment - its tools and technologies. The ability to competently and effectively use modern computer and communication technologies for the purpose of interpersonal communication and organization of work processes is an information technology competency. For the formation of information-technological computer skills it is necessary to create certain pedagogical conditions, which will strengthen the information component of the subjects taught by the linguist-teacher, develop and apply teaching software in professional and teaching activities, log on to the Internet and use network services, compose and send text messages, post information, read and "upload" existing information, own tools for negotiating in Acquired knowledge and skills, based on the new didactic possibilities offered by modern computer hardware and telecommunication means, will enhance the teacher's competence and professional skills.
Thus, the professional competence of a teacher is a normative model, reflecting scientifically grounded composition of professional knowledge, skills, methods of activity and expressing the unity of his/her theoretical and practical preparedness in the integral structure of personality.
References
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