Volume 04 Issue 09-2024
102
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
102-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The main idea of the article is that improving the conditions for the formation of professional motivation in future
speech therapists is an urgent problem. The scientifically grounded views of foreign and domestic scientists on the
formation of professional motivation are presented. The system of formation of professional motivation of future
defectologists studying at the university was also discussed.
KEYWORDS
Educational process, professional motivation, interest, inclination, defectologist, experience, professional motivation,
professional activity.
INTRODUCTION
Currently, working with children with developmental
disabilities and helping them find their place in society
is one of the urgent issues raised to the level of state
policy. A positive solution to this issue depends on
defectologists-specialists.
The
pedagogical
responsibility of defectologists plays an important role
in the positive solution of this problem. It is necessary
to start the formation of pedagogical responsibility
from the future defectologists who have chosen this
profession. After all, the correct identification of
responsibilities, interests and inclinations is an
Research Article
PEDAGOGICAL BASIS FOR INCREASING THE EFFECTIVENESS OF THE
FORMATION OF PEDAGOGICAL RESPONSIBILITY AMONG FUTURE
DEFECTOLOGISTS
Submission Date:
Sep 18, 2024,
Accepted Date:
Sep 23, 2024,
Published Date:
Sep 28, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue09-16
Nodira Mirbabaeva
A Doctoral Student At The Kokand State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 09-2024
103
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
102-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
important prognostic factor of job satisfaction in the
future.
LITERATURE ANALYSIS
The world's leading scientists conducted their research
on the pedagogical foundations of improving the
effectiveness of the formation of pedagogical
responsibility
in
future
defectologists.
These
researches are mainly aimed at studying the structure
of the pedagogical responsibility of a defectologist,
knowing the motivations for work, and psychologically
rationally solving the problems of increasing the
effectiveness of pedagogical responsibility for future
defectologists. In the works of Stepanova, as well as
P.A. Prosetsky, E.M. Nikireyev, V.A. Slastenin, V.A.
Yakunin and others, a large empirical material of
observations has been collected, the results of
experiments and theoretical generalizations in this
regard are given. Also, B.G.Ananiev, S.L.Rubinshtein,
M.Argil, V.G.Aseev, L.I.Bojovich, K.Levin, A.N.Leonyev,
Z.Freid and other scientists, the complexity and
multifacetedness of the problem of pedagogical
responsibility to understand its essence, nature,
structure, as well as those who approached the
methods of its study.
RESEARCH METHODOLOGY
The article discusses the pedagogical foundations of
improving the effectiveness of the formation of
pedagogical responsibility of future speech and
language teachers studying in higher educational
institutions. The main structural factors and parts of
the pedagogical responsibility of future defectologists
are described. The criteria for determining the
mechanism of formation of pedagogical responsibility
of future special education teachers in the process of
pedagogical education of Uzbekistan were analyzed
and compared with the criteria of developed countries.
Approaches to the problem were studied.
ANALYSIS AND RESULTS
Pedagogical responsibility is a professional and ethical
quality expressed in the ability and readiness to
foresee the results of teaching activities and take
responsibility for them. A teacher should have:
•
mastering the content of academic subjects;
•
acquiring modern theories and technologies of
education and upbringing;
•
taking into account the factors that ensure the
success of knowledge and pedagogical activity.
At the same time, pedagogical responsibility means
awareness of self-development, self-knowledge,
professional development, raising social status and
other objects. The problem of pedagogical
responsibility, first of all, is answered in the process of
modernization of education and social changes taking
place in modern society. The indicated evidence
encourages the modern pedagogue to continuous
professional development, growth, and realization of
Volume 04 Issue 09-2024
104
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
102-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
his qualifications and skills during his career, and is a
guarantee of competitiveness in the unusual
conditions of the modern labor market [1.243b].
Analyzing the scientific literature and regulatory legal
documents, it can be seen that the need to look at
them as individuals in the professional training of
speech-language pathologists is emphasized by
researchers. After all, a number of researchers claim
that only if they treat speech-language pathologists as
individuals, they will have a humane attitude towards
disabled people. For this, a graduate who understands
the responsibility, i.e., the importance of the
profession of a future speech and language
pathologist, professional activity, the ability to social
interaction,
durable,
correct
and
sufficiently
perceptive, living in a socio-cultural environment it is
necessary for him to develop the ability to enter into
self-controlled human relations. The ability of the
future defectologist depends in many ways on the
pedagogical education process, the quality of
education and the effectiveness of socialization, all of
which ensure that future defectologists have personal
readiness and social interaction through special needs.
secrets are provided.
Applying foreign best practices to the process of
pedagogical education, future special education
teachers are trained to become useful members of
society instead of "getting to know" society under the
motto "you must be successful" under the new
demands of modern society. ", it was found that
motivational teaching with motivation is somewhat
more effective. According to the teachers and
psychologists of higher education institutions,
successful teaching forms the qualities of a person who
can achieve success in society. Successful learning
enables future defectologists to consciously overcome
difficulties. and motivates to seek new knowledge.
After all, the state of success in the pedagogical plan is
a whole combination and consists of certain
conditions. Due to the fulfillment of the conditions by
one person or a group of students, the planned results
are achieved. Therefore, pedagogical responsibility for
future defectologists should be created based on a
well-thought-out plan, specific tactics and strategies of
the teacher. Thus, it is permissible to cite the opinions
of F. Haydarov, Kh. Abdukarimov and others based on
the results of the analysis of pedagogical and
psychological literature. In the process of pedagogical
education, it is important to determine the "leading
motives for choosing the right profession" in the
formation of the professional responsibility of future
speech and language teachers.
The professional pedagogical potential of a teacher
cannot be formed completely in one attempt. The
teacher is responsible for continuous personal and
professional growth. This is an integral feature of the
teacher's professional skills. Indicators of the teacher's
professional skills can be considered:
Volume 04 Issue 09-2024
105
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
102-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
self-criticism;
•
self-demanding;
•
the need to update theoretical and practical
experience in pedagogical activity;
•
propensity for innovation;
•
method of research activity. [2.3 b].
The teacher's responsibility is often limited by the need
to ensure the health and safety of children's lives in the
process of pedagogical activity. But there is another
kind of pedagogical responsibility. We are talking
about the essence and meaning of education and
upbringing, development and responsibility of the
future of the children entrusted to him.
CONCLUSION
The more responsibility a teacher is willing to take, the
more responsible he is as a personality, the more
responsible a person he is. Responsibility, as a personal
quality and characteristic of a person, includes the
habit of thinking, carefully approaching any work and,
if he undertakes, to complete the work. A teacher's
understanding of the meaning of his activity is an
indicator of the existence of professional goals and
values that help him take responsibility for the
consequences of his teaching activity. The clearer the
content of his pedagogical activity is to the teacher, the
more responsible his actions will be.
REFERENCES
1.
Z.M. Rahmatova. Analysis of the concept of
"Students' professional motivation" in pedagogy.
"Science and Education" Scientific Journal Volume
1 Issue 4. 2020
2.
Haydarov F., Abdukarimov H., Alimova F., Botirov
B. Formation of educational motives of students.
T.: 2009.
3.
Turakulova Feruza Aminovna. Qualified practice
and media education. Galaxy international
interdisciplinary research journal (GIIRJ) Vol. 10,
Issue 12, Dec. (2022), 1693 -1698
4.
Feruza Aminovna Turakulova. Humanity pedagogy
and technology of holistic approach. Galaxy
international interdisciplinary research journal
(GIIRJ) Vol. 10, Issue 12, Dec. (2022), 1699-170
5.
S.A. Antonova. Ответственност
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