Development of professional competence of foreign language teacher | Статья в журнале «Молодой ученый»

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Рубрика: Педагогика

Опубликовано в Молодой учёный №47 (233) ноябрь 2018 г.

Дата публикации: 20.11.2018

Статья просмотрена: 48 раз

Библиографическое описание:

Иброхимова Л. И. Development of professional competence of foreign language teacher // Молодой ученый. — 2018. — №47. — С. 351-352. — URL https://moluch.ru/archive/233/51654/ (дата обращения: 13.12.2019).



The key figure of the quality of education is, first of all, the competence of the knowledge carrier (teacher), which transmits this knowledge through various methods to students in the process of implementing all levels of education. One of the important tasks of vocational training in higher educational institutions of the country is to increase the competence of students through increasing the professional competence of teachers [1].

The term «professional competence» began to be actively used in the 90s of the last century, and the concept itself becomes the subject of a special, comprehensive study of many researchers dealing with the problems of pedagogical activity (N. V. Kuzmina, A. K. Markov, etc.). Under the professional competence of a teacher is understood the totality of professional and personal qualities necessary for successful pedagogical activity. Professional-competent it is possible to name the teacher who at enough high level carries out pedagogical activity, pedagogical dialogue, achieves stably high results in training and education of students.

The development of professional competence is the development of creative individuality, the formation of receptivity to pedagogical innovations, the ability to adapt in a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of the teacher.

In the opinion of A. V. Khutorsky, the competence of a foreign language teacher is a complex of professional and personal qualities (competences) of the teacher, which determines the effectiveness of his pedagogical activity.

Professional competence (from Latin «belonging by right») in the dictionary, ed. D. N. Ushakov is given in two meanings: first, it is a circle of questions, phenomena in which the personality has authority, knowledge, experience; secondly, it is a circle of powers, the area of ​​questions, phenomena subject to anyone's conduct.

Yu.K. Babansky, B. G. Ananiev, T. I. Shamov in his works revealed those or other aspects of pedagogical competence:

‒ the managerial aspect is the teacher's ability to analyze, plan, organize, supervise, regulate the learning process;

‒ the psychological aspect is revealed in the influence of the teacher's personality on the students, in the teacher's ability to take into account the individual abilities of the students;

‒ The pedagogical aspect is revealed in the selection of forms and methods of instruction with the help of which the teacher conducts instruction for schoolchildren.

Professional competence of the teacher also includes the ability to structure scientific and practical knowledge, which will allow him to better solve pedagogical and educational problems.

As V. I. Mikheev notes, «professional competence is a psychological neoplasm that includes along with cognitive and behavioral aspects a long-term readiness for professional activity as an integrative property of the individual».

And also professional competence in the framework of the functional-activity approach was investigated by D. M. Grishina, N. V. Kuzmina, A. K. Markova, N.V. too. According to their approach, competence is considered as a theoretical and practical readiness to implement pedagogical activity, to perform professional functions. At the same time, the focus of attention is the functional aspect of pedagogical activity.

Based on current requirements, it is possible to determine the main ways of developing the professional competence of the teacher:

  1. Work in methodological associations, creative groups;
  2. Research activities;
  3. Innovative activity, mastering of new pedagogical technologies;
  4. Various forms of pedagogical support;
  5. Active participation in pedagogical competitions, forums, festivals;
  6. Generalization of own pedagogical experience.

The development of professional competence is a dynamic process of mastering and modernizing professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, involving continuous development and self-improvement.

It is possible to single out the stages of the formation of professional competence:

‒ introspection and awareness of necessity;

‒ self-development planning;

‒ self-manifestation, analysis;

Formation of professional competence process is cyclical, because in the process of pedagogical activity, constant improvement of professionalism is necessary, and each time the stages listed are repeated, but in a new quality.

So, professional competence is a system of linguistic, sociolinguistic, cultural, strategic and discursive knowledge and skills that allow communicants to interact effectively in specific socially communicative situations, as well as skills and ability to apply existing knowledge in the field of pedagogy, psychology and teaching methods of foreign language.

It is worth noting that the teacher's professional competence is the teacher's ability to carry out his professional activities. Professional competence of the teacher is expressed in the competence approach in the field of development of creative abilities of the students who are trained in the formation of universal values. To do this, the teacher himself must possess, develop and be able to use his creative potential, be a creative thinker for education.

A competent teacher must have organizational qualities. Such qualities include activity punctuality of the teacher, his diligence, sociability, these qualities should be an example for the students to follow.

The basic psychological and pedagogical qualities of the teacher are expressed in its correctness, tact, and morality.

Goodwill, tactfulness of the teacher, encouragement, approval — all this creates a special microclimate. A competent teacher should combine exactingness and adherence to principles with a respectful attitude towards students and an obligatory sense of tact.

Objective fair attitude of the teacher forms, educates the student's self-esteem. The most important quality of a competent teacher is a high professional level of the teacher. Competent teachers involve students in working together on material, instilling in them a habit of independence, the ability to reflect, analyze and draw conclusions.

The competence of the teacher can not exist without creativity in pedagogical activity. Only a teacher who works creatively, is able to educate and educate a creative person.

References:

  1. Ilyenkov, S. D. Indicators of the quality of education.
  2. Kotova, T. I. Competent approach to the personality of the trainee through the competence of the university teacher.
  3. Lomakina, O. E. Forming the professional competence of the future teacher of a foreign language. Volgograd, 1998. -18с.


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