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DEVELOPMENT OF PROFESSIONALLY-ORIENTED COMPETENCE OF A FUTURE FOREIGN LANGUAGE TEACHER IN THE PROCESS OF FOREIGN LANGUAGE TRAINING AT A UNIVERSITY Тastenova D.А. – master student Ablai khan KazUIRandWL, Almaty Modern society in its development has entered an era of global changes that dictate a review of approaches in all areas of our society, including education. The success of the development of foreign-language education is largely determined by the readiness of professional personnel in the field of education to work in a foreign-language educational environment, to respond flexibly and promptly to the constantly changing needs of society and individuals in their professional activities. That is why the development of professionally-oriented competence of future foreign language teachers becomes one of the most important conditions of education. Foreign language training is defined as part of the holistic process of professional- pedagogical education of students, providing formation of knowledge, abilities and skills of foreign language communication, assimilation of facts, norms and values of the culture of the country of the target language and developing the ability to learn a foreign language and to improve previously acquired language and speech experience [1]. The leading goal of the process of professional training of students should be the formation of personal readiness to carry out professional activities. University students are characterized by a focus on self-improvement and self-development - certainty and awareness of the goal of activity in a complex, the presence and certainty of life plans and prospects. Competence appears in this case as one of the elements of professional orientation of the individual. The competence of a teacher as a subject of education is characterized by his readiness to perform professional functions, the harmonious unity of social attitudes of his psychological training. The main characteristic of his personality is knowledge of the subject, erudition and pedagogical skills. An integral part of the professionalism and pedagogical skills of a teacher is considered to be his professional competence. The development of professionally-oriented competence begins in the process of professional education of university students, continues in the process of their professional training and professional development of a foreign language teacher, their active performance of professional activities. Professional competence of a teacher is a set of professional and personal qualities necessary for the implementation of successful teaching activities; and criteria by which it is possible to assess the level of formation of professional competence of a teacher [2]. Accordingly, a professionally competent teacher is a specialist who performs pedagogical activities, pedagogical communication at a sufficiently high level, and achieves consistently high results in teaching and educating students. Professionally-oriented competence includes knowledge about all components of the educational process (goals, content, means, object, result, etc.), about yourself as a subject of professional activity, as well as experience in applying techniques of professional activity, professional and pedagogical skills. The professionally-oriented competence of a future foreign language teacher is defined as the initial level of his professional development, as a professionally significant, integrative quality of personality, the main components of which are knowledge, skills and abilities; the communicative orientation of the individual; pedagogical creativity, which provide effective educational activities of students in a complex. As V. I. Mikheev notes, «professionally-oriented 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 too. According to their approach, competence is considered as a theoretical and ~ 200 ~ 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 [3]. Based on current requirements, it is possible to determine the main ways of developing the professional competence of the teacher: -Work in methodological associations, creative groups; -Various forms of pedagogical support; -Generalization of own pedagogical experience; - Self-education of teachers. -Active participation in the work of methodological associations, competitions, forums, teacher councils, seminars, conferences, master classes. Popular forms of methodological work are theoretical and scientific-practical conferences, meetings, congresses of teachers. -Possession of modern educational technologies, methodological techniques, pedagogical tools and their constant improvement. - Mastering information and communication technologies. - Participation in various competitions and research papers. - Generalization and dissemination of their own teaching experience, creating publications. It should be noted that none of these methods will be effective until the teacher has formed an internal desire to improve their own professional competence. Thus, it is important to talk about creating the necessary conditions in which the teacher can objectively assess the level of their competencies and is aware of the need to improve them. Such conditions imply the formation of motivation in the teacher for their pedagogical growth. The ability to analyze their own pedagogical experience is inextricably linked with the process of self-development of the teacher. As a result of self-analysis, the teacher develops research skills that qualitatively complement teaching activities in general. The development of professionally-oriented competence is a dynamic process of mastering and modernizing professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. It is possible to single out the stages of the formation of professionally-oriented competence: ‒ introspection and awareness of necessity; ‒ self-development planning; ‒ self-manifestation, analysis [4]. The development of professionally-oriented competence is a cyclical process, because in the process of teaching, it is necessary to constantly improve professionalism, and each time these stages are repeated, but in a new quality. In general, the process of self-development is biologically determined and is associated with the socialization and individualization of the individual, who consciously organizes his own life, and therefore his own development. The process of developing professionally-oriented competence also depends on the environment, so it is the environment that should stimulate professional self-development. Professionally-oriented competence is formed at the university, and its development and improvement can only be carried out in the process of teaching. Pedagogical practice encourages the qualitative formation of professional competence. A certain type of activity forms a particular subcompetence of professional competence of a future foreign language teacher. Pedagogical activity develops: - ability to logically correctly build oral and written speech; - proficiency in one of the foreign languages at a level that allows you to receive and evaluate information from foreign sources; - readiness for tolerant perception of social and cultural differences, respectful and careful attitude to historical heritage and cultural traditions; - the ability to use the skills of public speaking, of debate and controversy; - awareness of the social significance of their future profession, having motivation to carry out professional activities; - proficiency in the basics of professional speech culture; ~ 201 ~ - ability to prepare and edit texts of professional and socially significant content; - the ability to develop and implement training programs for basic and elective courses in various educational institutions [5]. Professionally-oriented competence of a future foreign language teacher begins to be formed during training at an educational institution. This is followed by postgraduate education, which is continuous. The most important way of professional development at this stage is self-education and practical scientific activity. There are the following stages in the development of professionally- oriented competence of a future foreign language teacher: the stage of educational activity at the University, the stage of pedagogical practice and the stage of professional activity itself after graduation. The main purpose of professional training is to develop professional skills. Training in a pedagogical university lays only the foundations of professional competence. Therefore, their development and improvement should be handled by the teacher himself, showing his own motivation and desire. Professionally competent can be called a teacher who performs pedagogical activities, pedagogical communication at a sufficiently high level, and achieves consistently high results in teaching and educating students. Professionally-oriented competence of a foreign language teacher provides a high level of social and professional activity, is an indicator of the formation of a professional orientation of the teacher's personality, which is developed and simultaneously reinforced on the basis of mastering special skills. The development of professionally-oriented competence is the development of creative individuality, the formation of receptivity to pedagogical innovations, and the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development of society depends directly on the professional level of the teacher. Changes taking place in the modern education system make it necessary to improve the skills and professionalism of teachers, i.e. their professional competence. The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a well- developed individual citizen of their country, capable of social adaptation in society, starting work, self-education and self-improvement. A free-thinking, predicting the results of their activities and modeling the educational process of the teacher is a guarantee of achieving the goals. That is why there is a sharp increase in demand for a qualified, creative, competitive personality of a teacher who is able to educate a person in a modern, dynamically changing world. жүктеу/скачать 1,67 Mb. Достарыңызбен бөлісу:
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