Methods of development

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METHODS OF DEVELOPMENT 
OF TEACHER’S PROFESSIONAL COMPETENCE
М. А. Umaralieva
The article considers the importance and necessity of mastering teaching skills 
through the development of professional competence. 
Key words: professional competence, pedagogical skills, innovative environment, 
self-correction, self-manifestation, analysis. 
Every teacher can master teaching skills, provided the teacher will 
purposefully improve himself/herself. These skills are developed based on practical 
experience. But not every experience becomes a source of professional skills. Only 
labor can be such a source, understood from the point of view of its nature, 
objectives and technology of activities. Teaching skills are a set of personal-
business qualities and professional competences of a teacher. Development of 
teachers’ professional competence has a significant impact on the formation of 
their desires and aspirations related to improvement of their activities. This is 
associated, primarily, with setting a goal, studying certain concepts and ideas, and 
analyzing the existing theories. 
A teacher can solve several problems simultaneously depending on which 
areas he/she is working on, and what current needs arise. In the process of 
selecting the ways and means of achieving the intended goal, it is necessary to 
take into account public interests. In the educational process, the teacher 
encounters all the participants of this process (with parents, representatives of non-
governmental organizations), and the teacher’s self-development takes place on 
this basis, and, accordingly, the development of his/her professional competence. 
The nature of a teacher’s activity is under the influence of the requirements defined 
by the state and society for the educational system, the internal regulations of the 
institution, reforms carried out in the country in the field of education, modern 
requirements on knowledge, skills and experience of the teacher, and knowledge 
of innovative technologies. Modernization of the educational process and the 
educational environment encourages teachers to seek answers to their questions, 
and encourages them to use creative approaches, resulting in professional growth 
of the teacher and formation of his/her personal interests related to self-education 
and learning. Creative, professional development of a teacher, in turn, has a 
beneficial impact upon the creation of the atmosphere of the educational institution. 
It is also important for the formation of teachers’ professional competence to 
create an innovative environment based on creative collaboration, which enables 
the possibility of jointly solving important problems. The development of 
professional competence is a dynamic process of learning and upgrading of 
professional experience, leading to the establishment of individual professional 
qualities, which involves continuous development and self-improvement. 
To determine the goal and way of its implementation, one should focus on 
establishing relations with colleagues, and an exchange of experience and 
information. This exchange contributes to teachers’ effective activity. We can 
assume that the development of teachers’ professional competence is the specific 
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aim towards achieving good results. Teachers capable of self-perception and self-
expression seek to achieve positive results in their activities, which serves the 
formation of self-esteem and self-government. The need of a teacher in 
management and related “authority”, as well as subordination of trainees, may be 
the incentive for development of a teacher’s professional competence. However, 
management should not be seen as gaining power, but rather as an influence upon 
other people in order to solve the set goals. Therefore, for a teacher, management 
means, primarily, establishment of mutual interference. The determining means for 
formation of professional competence include joining the dialogue and establishing 
friendly relations. It is necessary to take into account a number of external factors 
affecting the development of a teacher’s professional competence. One such factor 
is the environment in which the teacher lives and operates. 
The stages of formation of professional competence include: (a) self-
awareness and awareness of need; (b) a self-development plan; (c) self-
manifestation, analysis, and self-correction. When planning the work of the 
teacher, the most important life problems are solved, the ways of solving these 
problems are determined, and effective means of achieving goals are found. 
Coordination of activities of the teaching staff is particularly important in this 
process. 
Setting the task of developing professional competence and choosing the 
way of achieving this development, each teacher is based primarily on his/her 
outlook, ideas and concepts, personal and social needs and interests. At the same 
time, the teacher’s volitional powers manifest themselves. In order to organize the 
pedagogical process on a scientific basis, to manage it and to create a favorable 
learning environment, the teacher needs to master modern management 
techniques, know the prioritized developing ideas, and constantly study the 
advanced experience and achievements in the development of science and 
technology, introduce them into teaching practice, and organize independent 
activities of students by improving their activity. The effectiveness of training, at the 
level of modern requirements, of highly qualified professionals who can meet the 
needs and interests of society and the government, and who have necessary 
knowledge, skills and abilities, with high culture, all while being competitive, is 
determined by the development of teachers’ professional competence, their 
relationship in the process of teaching activities, and motivation for self-
improvement and self-education. 
From the above, it can be concluded that the effectiveness of organization 
by the teacher of the educational process and management of the process of 
acquisition of knowledge and skills depends on the extent that the teacher’s activity 
is coordinated, which educational environment is created at school, and with which 
techniques and means it is possible to form students’ motives and interests for the 
acquisition of knowledge. All these issues are directly related to teachers’ 
professional competence. 
Translated from Russian by Znanije Central Translastions Bureas 
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