Andijon davlat chet tillar instituti

Consultative competence - the ability of a teacher to provide consultations and different forms of psychological-pedagogical assistance in the process of construction of pupil’s educational path.
Competence of lifelong development - the teacher’s talent to evolve his professional skills, knowledge and competences during all his life.
Special competences demonstrate the level of subject component in teaching profession. They are considered by European scientists as abilities of a teacher to realize his basic and key competences in the process of teaching major subjects at school. Special competences include two components: 1) subject competence; 2)research competence.
In the process of formation of special competences the academic capabilities (subject competence) of teachers play a very important role. A teacher must have the ability to master and renew his knowledge of the subject he teaches at school.
As for Ukraine an effective teacher has to know his subject much deeper than the programme volume. Ukrainian teachers are given possibilities to form their own versions of curricula, analyze world prominent concepts and technologies in education, substantiate new approaches in teaching and upbringing and take part in reconstruction of all the spheres of pedagogical activities based on scientific research.
In such a way the subject competence of a teacher is closely connected with the evidence-based research competence. We must press the point that today all programmes of teacher education in European countries are aimed at developing of teacher’s research competences.
Europe needs teachers-researchers who conduct their scientific work, organize and create their own styles of professional activities reasoning from the results of their research work.
Summing up points of view of some Ukrainian (T.Komarnytska, O.Berdychevskiy, T.Dolgova) and foreign (R.Arends, T.Crowl) scientists, we may distinguish 5 main components of a foreign language teacher’s professional competence: social, multicultural, autopsychological, cognitive and technological, personal.
Social competence includes the ability to take the responsibility; the ability to the possible ways of professional combine personal interests with the social needs; willingness for independent professional decisions.
Multicultural competence provides profound knowledge of national and world culture, tolerant attitude to different ethnic cultures.
Auto-psychological component (competence) was first introduced by N.Kuzmina. Modern scientists consider this component as one of the elements of a person’s professional development. Auto-psychological competence is considered to include such aspects as a person’s knowledge of possible ways of his or her professional self-perfection, adequate perceiving of personal self-evaluation, self-control and self-correction. Motivation plays here a very important role. In other words, the teacher should be professionally-conscious and ready to improve his or her professional skills.
Cognitive-technological competence includes professional knowledge, skills, abilities. Special role is given here to communicative competence which must be properly developed. Here we should mention some language-specific competencies that a language teacher needs in order to teach effectively. These include the ability to do the following kinds of things:

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  To comprehend texts accurately
  
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  To provide good language models
  
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  To maintain use of the target language in the classroom
  
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  To maintain fluent use of the target
  
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  To give explanations and instructions in the target language
  
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  To provide examples of words and grammatical structures and give accurate explanations (e.g., of vocabulary and language points)
  
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  To use appropriate classroom language
  
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  To select target-language resources (e.g., newspapers, magazines, the Internet)
  
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  To monitor his or her own speech and writing for accuracy
  
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  To give correct feedback on learner language
  
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  To provide input at an appropriate level of difficulty
  

Learning how to carry out these aspects of a lesson fluently and comprehensively inEnglish is an important dimension of teacher learning for those whose mother tongue is not English. There is a threshold proficiency level the teacher needs to have reached in the target language in order to be able to teach effectively in English. A teacher who has not reached this level of proficiency will be more dependent on teaching resources (e.g., textbooks) and less likely to be able to engage in improvisational teaching
Personal competence is connected with a teacher’s professional characteristics which may be influenced by his or her personal qualities. The scientists single out such professionally important qualities as interest and love for children, fairness, pedagogical power of observation, pedagogical tact, imagination, sociability, persistence, even temper, professional working capacity, self-evaluation, organizational skills.
The conducted research on the terms in the theories set out above, allowed to conclude that “competence” - is knowledge, skills, attitude of a specialist, having ability for professional activ­ity.
Professional competence is an ability of a specialist to solve a complex of professional tasks based on integrated knowledge, skills and ex­perience, as well as personal characteristics, which allow carrying out professional-pedagogical and practical activity types effectively.
Teachers are the direct actors of their own professional development. The professional teachers must have academic qualification and competencies. The competencies that a teacher must have namely pedagogical competence, personal competence, social competence and professional competence,
The result indicated that the teachers faced problems in pedagogical competence, personal competence, social competence, and professional competence. In pedagogical competence, they faced problems mostly in facilitating the development of the students' potentials. The students' potentials, in this case, are preparing various learning activities and communicating and understanding the effective and polite communication strategies. In social competence, they faced problems in conducting various programs to develop and improve the education quality and communicating with the teachers' community. In personal competence, the teacher faced problems related to the teacher role as a model for the students and society. In professional competence, generally the teachers faced problems in developing materials, communicating the materials and discourse aspects. Based on the result of preliminary data, the major problems faced by the English teachers at SMKN 1 Somba Opu and SMKN 2 Somba Opu were professional competence. However, Professional competence is one of the important competencies which must be improved and mastered by the English teacher of vocational high school especially toward mastering the subject matter of language aspects. Being successful in teaching process depends on the teachers' ability in developing materials creatively. The role of the teacher's professional competence is considered the most related to the teacher's performance