Psychological And Pedagogical Characteristics Of Forming Self-Development Competencies In Future Primary Class Teachers
Primary Class Teachers with children
By: Kutlieva Feruzakhon Yusupovna
Abstract: This article describes the psychological and pedagogical features of the formation of self-development competence of future elementary school teachers, understanding and taking into account their individual characteristics, self-development motivation, as well as the importance of their professional development.
.Key words: future primary school teacher, professional development, psychological and pedagogical characteristics, competence, self-development, pedagogical skills.
Diversity, variability and choice in education require the teacher to have his own pedagogical position, to be aware of his own experience at the theoretical level, to understand different approaches to education and to choose methods, that is, methodological requires competence. Theoretical understanding of experience at the level of structured, generalized knowledge, which has become a method of activity, is a mechanism of self-development.
The development of pedagogical skills and professional competence is in the hands of the teacher, who becomes a person who meaningfully regulates the standards of his behavior. First of all, this happens by reflecting on one’s own professional experience. Self-development is based on the various experiences of the teacher as a dynamically developing specialist, whose skills are constantly moving from one stage to another.
Traditional models of education fail because the experiences they provide teachers are externalized and therefore psychologically unsound. This is opposed by the development of experience, “going from the inside out”, “effective and creative living” experience. Currently, higher education faces the task of training specialists who can fundamentally change the scientific, technical, economic and intellectual foundations of society by introducing the latest technologies is standing.
First of all, acquisition of self-development skills was set as a priority by young professionals during their entire working life. It depends on objective reasons. In recent decades, the half-life of competence in all fields of knowledge has been sharply reduced, and in the most advanced fields of science and technology it has reached 5-10 years.
It follows that even for a modernly trained specialist, knowledge becomes obsolete after 10 years of work. Therefore, without constantly updating knowledge, a specialist cannot meet modern requirements. Therefore, self-development is the acquisition of knowledge on the subject of training, the amount and sources of knowledge, the duration of classes, as well as the choice of the form of satisfying cognitive needs and interests on the initiative of a person.
Improving the formation of self-development competencies in future elementary school teachers is of great importance, as it allows them to successfully adapt to the changing conditions of the educational process, improve their professional skills and become more qualified specialists.
Self-development is a process of active, consistent positive quality change of a person, which is not caused by external influences, but by his own efforts. Self-development, according to research, is the activity of a person aimed at changing the personal qualities inherent in human nature or the previous stage of its development.
The structural elements of self-development are: self-knowledge, self-management, self-organization, self-awareness, self-development, self- to educate oneself. The process of self-improvement is interconnected with the process of self-development.
The concept of “enhancement of self-development” has a humanistic meaning, because compared to self-education, it refers to influencing oneself, expanding and deepening the best qualities, relying on the best qualities of a person. , includes the influence of constant striving and self-improvement. We accept the desire for self-improvement as the basis for successful personal and professional development.
The most powerful factors for the realization of competence in a specialist are creativity (achieving the level of creativity in one’s work), moral and ethical principles, etc. sense of responsibility, scientific outlook and value instructions. Therefore, the concept of competence includes not only cognitive and operational-technological components, but also motivational, aesthetic, social and behavioral. It includes learning outcomes (knowledge and skills), value orientations, habits, and more.
Knowledge determines the content of competence and competence. The model of the structure of the teacher’s professional competence is an example of a system of actions that ensures the unity of theoretical and practical preparation for the implementation of professional activities determined by the social order of society.
Formation of development competence is the most important aspect of training highly qualified specialists who can successfully solve modern problems of professional activity. The formation of self-development competencies in future primary school teachers plays an important role in improving their professional skills and successful work with students.
The psychological and pedagogical features of this process include a number of aspects. The essence of personal growth is revealed in humanistic psychology. Psychologist A. Maslow emphasizes that there is a potential for positive growth and improvement in human nature. It is determined by the desire to express one’s thoughts and oneself, to realize one’s potential opportunities, abilities and talents, to realize one’s task or profession, one’s destiny, etc. as a more complete knowledge.
Therefore, it means accepting one’s true nature as a constant striving for unity, integration, or inner synergy of the individual. The extent to which a person realizes his potential depends on his personal choice. At the same time, the need for personal growth, self-realization, or self-improvement is the highest level of human needs. It is in this direction that he should develop himself. A teacher striving for self-development works to express himself, to realize his talent, and thereby to improve his students and those around him.
Self-management. Improving self-development competence requires teachers to be able to monitor and manage their own learning. They must have the ability to plan their educational activities, set priorities, and manage time and resources. Self-assessment and analysis. It is important for future teachers to be able to analyze their own educational needs, evaluate their results and actions, and identify their strengths and weaknesses. Reflection helps them better understand themselves and their learning needs. The ability to analyze one’s experience, to seek to increase knowledge and skills is an important element of self-development.
Support from teachers and educational institutions. It is important that prospective teachers have access to the necessary support and resources for their self-development. Regular feedback helps them understand their progress and learn from their mistakes.
Training courses, trainings, master classes, teachers’ advice – all this helps to improve the competence of self-development. Interactive and innovative teaching methods. The use of modern technologies and teaching methods allows teachers to optimize the process of self-development, make it more interesting and effective.Being independent. Future teachers should develop the skills of independent work, data collection and analysis, and later use in their pedagogical activities.
Cooperation. In the process of self-development, it is very important to understand the importance of collective learning and sharing experiences with colleagues. It helps to develop professional competencies more effectively.
Creativity. Ability to generate new ideas and find original solutions. Interest. Constant interest in new knowledge and ideas.
Resistance to stress. The ability to overcome difficulties and failures, maintain performance in conditions of uncertainty. In general, improving the self-development competencies of future elementary school teachers requires a comprehensive approach, taking into account their individual characteristics, needs and professional goals.
In this process, support from pedagogues-coaches, use of various methods and technologies, improvement of motivation and self-development play an important role in this process. Taking into account these aspects, pedagogical programs can be developed to effectively improve self-development competencies of future elementary school teachers.
Pedagogical features of improving self-development competencies of future primary school teachers include: Organization of self-development activities. Creating an opportunity to independently study current issues of pedagogy and methodology.
Creating special conditions for students’ self-development (search method of teaching, individual educational trajectories). Support to students in the process of self-development (advice, coaching).Focus on needs. Formation of skills to identify one’s educational needs. Development of individual self-development plans in accordance with professional needs and interests, assistance in identifying self-development resources (books, magazines, Internet resources).
Relying on active learning methods. Use of interactive forms of work (research-seminars, master classes). Incorporating project activities into the educational process, which includes independent development and implementation of projects. Organization of student scientific societies and research groups.
Evaluation of the results of self-development. Development of criteria and indicators of students’ self-development activities. Use of different forms of assessment of results (self-reporting, portfolio, project defense). Providing feedback and correcting the self-development process based on evaluation results. Integration with other components of education.
Connecting students’ self-development activities with the development of theoretical material and practical training. Incorporating elements of self-development into training sessions, workshops and seminars. Preparing future teachers for independent use of modern technologies in self-development.
Creating a comfortable learning environment. Teachers should create conditions that help students, that is, future elementary school teachers, to develop themselves. This includes the various educational resources available for independent education, the organization of the educational process in such a way that students can learn new topics and materials independently; Development of critical thinking and analytical skills.
Teachers should encourage students to think critically, analyze data, and seek alternative perspectives. This helps them to develop the ability to critically evaluate information, better understand problems and tasks, and find solutions.
Support and motivation. Teachers should support and encourage students in self-development. This can be expressed by praising achievements, helping to overcome difficulties, creating opportunities for the realization of one’s ideas and interests.
The formation of self-development competencies in future elementary school teachers is not only teaching methods and technologies, but also training internal motivation for continuous professional growth. It is important to create a positive learning environment, use active learning methods, develop analytical skills, and involve students in practical activities so that they can apply the knowledge and skills they have acquired in their future professions.
Author: Kutlieva Feruzakhon Yusupovna,Urganch Innovation University,”Pedagogy and primary education methodology”teacher of the department,Independent researcher of UrDU. Uzbekistan
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