Buxoro davlat universiteti texnologik va professional

Foydalanilgan adabiyotlar: 
1. Saidahmedov N.S. Yangi pedagogik texnologiyalar. – T.: Moliya, 2003. – 172 
b.
2. Ишмуҳамедов Р.Ж. Инновацион технологиялар ёрдамида таълим 
самарадорлигини ошириш йўллари. ТДПУ, Т.: 2003. – 44 б. 
3.
Азизходжаева Н.Н. Педагогические технологии и педагогическое 
мастерство. Учеб.пособие.- Тошкент. ТДПУ 2003. - 192 с.

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177 
INNOVATIVE APPROACHES IN DEVELOPING THE PROFESSIONAL 
COMPETENCE OF FUTURE TEACHERS 
Abdullaeva Nasiba Orzuevna 
Lecturer of the Department of English Literature at the Bukhara State University
 
If we, as teacher educators, agree that new teachers are our last, best hope 
for changing schools, then our course of action becomes quite clear. We must 
address the critical issues of beliefs, change, and leadership in our pre
‐service 
programmes. We must find ways of using student teaching and other field 
experiences to help our students develop deeper understandings of themselves as 
well as of the contexts of teaching. (O'Connell Rust 
1994
, 216) 
What characterises a good teacher? How well do we understand and cater for 
the development of the whole person (i.e. taking into account the intellectual, 
social and emotional aspects of personal and professional development) when we 
design and implement our teacher training programmes? In an attempt to shed light 
on these important issues, research findings from a previous study will here 
constitute a necessary starting point. The study comprised interviews with 
lecturers, senior lecturers and others in leadership positions at a Swedish school of 
teacher education. Among other questions, the participants were asked what 
competences they believed to be important for future teachers and also if they 
considered some competences to be more important than others. Findings from this 
study provide a relevant base for a wider discussion on the nature of the challenges 
facing future teachers and the necessity of teacher training programmes to 
recognise, support and incorporate an education of the whole person. In view of 
this, issues are raised concerning the importance of teachers, competences and 
qualities, belief systems, and teaching as an emotional practice. Recent research 
indicates that the quality of teachers and their teaching are the most important 
factors for student outcomes. Teachers vary markedly in their effectiveness, and 
differences in student performance are often greater within schools than between 
schools (OECD 
2005
). The McKinsey report (Barber and Mourshed 
2007
, 15) 
emphasises the fact that ‘the main driver of the variation in student learning in 
school is the teacher’ and points out that even in good school systems, ‘students 
that do not progress quickly during their first years at school, because they are not 
exposed to teachers of sufficient calibre, stand very little chance of recovering the 
lost years’. Important findings from this international report can be summarised as 
follows (Barber and Mourshed 
2007
, 43): 
The quality of an educational system cannot exceed the quality of its 
teachers. The only way to improve outcomes is to improve instruction. Achieving 
universally high outcomes is only possible by putting in place mechanisms to 
ensure that schools deliver high
‐quality instruction to every child. Other important 
findings in the McKinsey report worth mentioning are that: all the better school 
systems had integrated practicum into their teacher training programmes (Barber 
and Mourshed 
2007
, 32); school leadership is second only to classroom teaching as 

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178 
an influence on learning (Barber and Mourshed 
2007
, 32); salary is rarely stated to 
be one of the most important reasons for becoming a teacher, however the survey 
also shows that unless school systems offer salaries which are in
‐line with other 
graduate starting salaries, these same people do not enter teaching (Barber and 
Mourshed 
2007
, 23); and new teachers consistently reported that the status of the 
profession is one of the most important factors in their decision to become a 
teacher (Barber and Mourshed 
2007
, 25). 
On a national level, an analysis of data from the evaluation of the Swedish 
compulsory school (Skolverket 
2006
) draws attention to the importance of the 
teacher for teaching outcomes, both cognitive (achievements, skills) and emotional 
(attitudes, values). In this evaluation one tries to draw attention to personal 
capacities via Grade 9 students' descriptions of what they consider to be a good 
teacher. The most important aspects related to the importance of the teacher that 
come to light in the study are: 
• that the teacher has a teacher education and is also trained in the 
specific subject he/she teaches; 
• the higher the teacher evaluates their didactic competences, the better 
the conditions are for students' learning; and 
• the more enjoyable the teacher describes their own teaching to be, the 
better the conditions are for students' learning. 
An important finding in the Swedish report is a clear correlation between the 
students' desire to learn and the teachers' desire to teach: 
Teachers' own confidence in their methodological and didactic competence 
and the fact that they enjoy teaching are factors which, irrespective of the student's 
gender, socio
‐economic background and level of performance, correlate positively 
with the students' assessment of who is a good teacher and what characterises a 
good learning environment. (Skolverket 
2006
, 42) 
The importance of adequate teacher training is supported by the literature. 
Darling
‐Hammond (
2000
, 167) contends that: reviews of research over the past 30 
years have concluded that even with the shortcomings of current teacher education 
and licensing, fully prepared and certified teachers are generally better rated and 
more successful with students than teachers without this preparation. 
Teachers admitted with less than full preparation were found to be ‘less able 
to adapt their instruction to promote student learning and less likely to see it as 
their job to do so, blaming students if their teaching is not effective’ 
(Darling
‐Hammond 
2000
, 167). These teachers were rated less highly on their 
instructional skills by colleagues and principals, they had a higher
‐than‐average 
leaving rate and their students learnt less in important subjects such as maths, 
writing and reading. In contrast, the high achievement rate of Finnish students in 
international comparative studies has been explained as being a consequence of a 
firm pedagogical stand within an academic teacher education (Sjöberg and Hansén 
2006
, 9). 

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179 
Other significant findings in the Swedish evaluation study can be 
summarised as follows: Within the teacher group, there were different ways of 
defining and experiencing tasks and the requirements of teaching. There was a 
general tendency to stress an increase in workload. Pedagogical collaboration, 
specifically between teachers within the same subject area, does not develop in line 
with, or to the same extent as, other parts of the teachers' work. Opportunities for 
in
‐service training are lacking. One third of the teachers feel they do not have the 
necessary competences to assist students with special needs; nor do they feel 
confident working with students with different social and cultural backgrounds. 
There are evident discrepancies between teachers and students concerning 
what constitutes a pleasant and positive learning environment. Teachers tend to 
regard the classroom atmosphere as being much more positive, compared to what 
the students' experience.
Boys' judgements of a good teacher are influenced by whether the teacher is 
male or female. Boys' assessments of male teachers are higher.
Girls' judgements of a good teacher are influenced by the teacher's age. Girls 
assess younger teachers higher.
There is an urgent need for teachers today to develop new and creative 
emotional competences in order to cope with an increasingly complex, changing 
and diversified school environment. Can teacher training programmes live up to 
these expectations? How do teacher educators describe/define the necessary 
competences and qualities they deem essential for future teachers?