Impact Factor:
ISRA
(India) =
6.317
ISI
(Dubai, UAE) =
1.582
GIF
(Australia) =
0.564
JIF = 1.500
SIS
(USA) =
0.912
РИНЦ
(Russia) =
3.939
ESJI
(KZ) =
8.771
SJIF
(Morocco)
= 7.184
ICV
(Poland)
= 6.630
PIF
(India)
= 1.940
IBI
(India)
= 4.260
OAJI
(USA)
= 0.350
Philadelphia, USA
171
Issue
Article
SOI:
DOI:
International Scientific Journal
Theoretical & Applied Science
p-ISSN:
2308-4944 (print)
e-ISSN:
2409-0085 (online)
Year:
2022
Issue:
05
Volume:
109
Published:
Nargiza Narzieva
Samarkand University of Veterinary Medicine
Associate Professor,
Head of the Department of Humanities, Culture and Physical Education
Umida Namazova
Samarkand University of Veterinary Medicine
Lecturer,
Department of Humanities, Culture and Physical Education
Tuygun Ernazarov
Samarkand State Architectural and Civil Engineering Institute
Lecturer, Department of Humanities,
Uzbekistan, Samarkand
FACTORS OF THE DEVELOPMENT OF SOCIO-CULTURAL
COMPETENCE OF HISTORY TEACHERS IN THE PROCESS OF
PROFESSIONAL DEVELOPMENT
Abstract: The article focuses on the relevance of the professional development of personnel, the professional
and pedagogical skills of teachers-historians, the essence and significance of socio-cultural competence. It also
highlights topical issues of the development of socio-cultural competence of history teachers in the process of
advanced training.
Key words:
advanced training, state, society, sociocultural competence, person, values, intercultural
communication.
Language: English
Citation
:
Narzieva, N., Namazova, U., & Ernazarov, T. (2022). Factors of the development of socio-cultural
competence of history teachers in the process of professional development.
ISJ Theoretical & Applied Science, 05
(109),
171-173.
Soi
http://s-o-i.org/1.1/TAS-05-109-15
Doi
:
https://dx.doi.org/10.15863/TAS
Scopus ASCC: 3300.
Introduction
The Encyclopedia of Pedagogy defines the term
professional development as follows: “Advanced
training and retraining is one of the types of
continuous education, the process of updating and
deepening the professional knowledge and skills of
specialists and managers working in all industries.
Provides competitive quality of personnel and the
level of knowledge and skills that meet modern
requirements. Advanced training and retraining is a
process of scientific theoretical and practical training
of each employee, consisting of familiarization with
the latest scientific achievements, innovations in their
field, their development, new methods of work, study
of best practices ... "[4].
In recent years, a number of measures have been
taken to improve the qualifications of historians. In
particular, highly effective, modern education and
innovative technologies, as well as advanced foreign
experience, are widely introduced into the educational
process. Plans, programs and learning styles have
been updated accordingly.
Today's reforms require teachers to acquire
modern knowledge, further improve their professional
and pedagogical skills, and master the mechanisms of
effective organization of pedagogical activity. In the
process
of
large-scale
transformations,
the
Impact Factor:
ISRA
(India) =
6.317
ISI
(Dubai, UAE) =
1.582
GIF
(Australia) =
0.564
JIF = 1.500
SIS
(USA) =
0.912
РИНЦ
(Russia) =
3.939
ESJI
(KZ) =
8.771
SJIF
(Morocco)
= 7.184
ICV
(Poland)
= 6.630
PIF
(India)
= 1.940
IBI
(India)
= 4.260
OAJI
(USA)
= 0.350
Philadelphia, USA
172
development of one's knowledge, pedagogical skills,
professional and socio-cultural competence in the
process of training, retraining and advanced training
of specialists who meet the highest moral and ethical
requirements for the socio-humanitarian sphere is one
of the urgent tasks of today.
The issues of improving the system of advanced
training,
professional
retraining
of
teachers,
stratification of the educational process in the system
of teacher training, improving education quality
management
were
studied
by:
Yu.Asadov,
A.Ibragimov, K.Zaripov, Sh.Mardonov, R.Choriev,
A.Andreev, S.Dochkin, V.Shadrikov, J.Nishonov, O.
Abdukuddusov, M.Yuldashev and others.
In the context of the philosophical understanding
of sociocultural competence, a number of important
principles are noted: the psychological mobility and
sociality of the personality, its social flexibility and
cultural
tolerance
(A.Flier),
readiness
for
sociocultural activities, formed values, readiness for
communication
(D.Sadokhin),
the
ability
to
understand
social
the
concept
of
activity
(Y.Baghdasaryan, G.Panina), the ability of a person to
adapt and integrate into society (O.Astafieva,
O.Zakharova) [2].
Properly organized educational activities in the
field of advanced training can increase the confidence
of teachers in the future, comprehend life events, and
promote their unification on the basis of universal
values. It increases professional and social mobility,
helps to determine for oneself the meaning of life,
one's place in society, human and civic obligations [5].
The process of advanced training equips students with
the latest innovations, develops their professional and
personal qualities, professional training at the level of
modern
requirements,
supplements
existing
knowledge with modern innovations in education,
methodically
directs
them
to
a
systematic
improvement of professional skills, develops new
principles and modern methods of organizing the
educational process.
The concept of "competence" (from the Latin
"competere" - means "to conform") has the following
meanings: The word "competence" in the broadest
sense means the ability to apply existing knowledge
and skills in practical experience in solving general or
specific complex problems. Professional competence
is the ability to effectively apply knowledge and skills
in practical experience in solving problems related to
professional activities. Competence is a sign of
activity leading to the expected result. It is a product
of knowledge and the expert's ability to apply it in
practice. Competence differs from knowledge in that
a task cannot be defined or assessed without practice.
Qualification is an important criterion of competence,
which is manifested as a result of repeated application
in various situations, as well as in problem situations.
One of the basic competencies of a teacher is
sociocultural competence. The basis of socio-cultural
competence is the knowledge of the social culture of
society, priority spiritual and moral rules, forms and
methods of interpersonal communication [3]. Socio-
cultural competence includes the spiritual and moral
foundations of the life of various peoples and people,
socio-cultural orientations, national and universal
culture, science and religion in human culture, the
foundations of the family, social phenomena and
traditions.
In our opinion, socio-cultural competence
includes a person and society, the place of a person in
nature and society, the rich history of the country,
customs, values, rituals and other national and cultural
characteristics, as well as the history of other peoples
and nations, knowledge of specific established
traditions, values, past people; self-respect and respect
for others, self-esteem, kindness, initiative, patience,
perseverance in dealing with others; establish friendly
relations with representatives of other nations,
sincerely
communicate
with
them,
receive
representatives of different nations and peoples, listen
to them, feel their inner spiritual experiences;
maintain relations of interethnic harmony and
interreligious solidarity based on tolerance; not to lose
one's identity in any socio-economic conditions, to
develop the ability to enter into the principles of
universal moral culture, the moral code, compliance
with norms, intercultural everyday and professional
communication.
M. Kholmatova writes: “The spiritual image of a
person, his appearance, behavior are reflected in the
culture of communication. He expresses his feelings,
inner experiences, dreams and hopes in the process of
communication. The development of such social
qualities as openness, the rule of law, human rights,
respect for representatives of different nationalities
and peaceful coexistence with them, tolerance, a
critical assessment of reality, respect for oneself and
others, the preservation of national values, traditions
and customs, a sense of loyalty should be deeply
grafted. Contribution to the formation of the
foundations of a healthy lifestyle among young
people, their formation as a comprehensively mature
personality can be characterized as important aspects
of the sociocultural competence of a historian-teacher.
According
to
E.
Seitkhalilov
and
M.
Stolyarenko, the professional and pedagogical skills
of a modern historian-teacher should include the
following knowledge, skills and abilities [5]:
- a highly spiritual and moral worldview for the
student, allowing him to know the characteristics of
the individual;
- motivation for a conscious approach to one's
profession as a creative process;
- the volume (system) of knowledge, skills and
abilities that allow purposefully organize and manage
the pedagogical process;
Impact Factor:
ISRA
(India) =
6.317
ISI
(Dubai, UAE) =
1.582
GIF
(Australia) =
0.564
JIF = 1.500
SIS
(USA) =
0.912
РИНЦ
(Russia) =
3.939
ESJI
(KZ) =
8.771
SJIF
(Morocco)
= 7.184
ICV
(Poland)
= 6.630
PIF
(India)
= 1.940
IBI
(India)
= 4.260
OAJI
(USA)
= 0.350
Philadelphia, USA
173
- creative-genetic ability, which allows to
conduct a multifaceted pedagogical process on a
scientific basis.
For a specialist historian who aims to improve
pedagogical, methodological knowledge, improve the
technical and professional skills of historians, study
the needs of the state and society in new directions in
the field of history in the theoretical, educational
process, their application in practice is a certain form
of formal education [1]. In the process of advanced
training, historians and teachers learn to apply their
theoretical knowledge in practice, fill in the gaps in
their knowledge of history, interact with professors
and other colleagues of the advanced training institute,
exchange experience, make joint decisions and work
creatively, prepare the necessary methodological
materials for implementation, try to defend and
substantiate their views. Therefore, the process of
professional development plays an important role in
the development of the sociocultural competence of
historians and teachers.
Refresher
courses
are
aimed
at
the
comprehensive professional development of history
teachers, first of all, professional competencies and
skills of teachers of regional advanced training
departments. Therefore, every historian-teacher
should feel the relevance and responsibility of the
advanced training system in improving the content
and quality of education.
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