European International Journal of Pedagogics
290
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
290-292
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Theoretical Foundations of
Deontological Training of
Special Educators
Barno Xodjiakbarovna Xusniddinova
Teacher of the Department of Speech Therapy, Nizami National
Pedagogical University of Uzbekistan
Abstract:
Based on the studies of famous teachers of
the past and present, the article gives definitions of such
concepts
as
"deontology"
and
"pedagogical
deontology". The main studies of scientists on the
deontological training of special teachers are analyzed.
Based on the study of psychological and pedagogical
literature, the deontological competence of a special
teacher and its main components are determined.
Keywords:
Deontology, pedagogical deontology,
competence, deontological competence of a special
educator.
Introduction
: In recent years, defectology has been
actively developing, innovative areas of correctional and
developmental work are emerging, new methods of
correcting speech disorders are being developed.
Researchers identify various methods for optimizing
correctional and developmental work, improving the
professional skills of special educators. Scientists pay
special attention to the deontological training of special
educators.
We, specialists, are faced with the task of creating new
content and forms of education and upbringing of
children with developmental problems, developing new
correctional
and
developmental
technologies,
identifying and preventing disabilities from an early age,
making accurate diagnoses, ensuring that such children
receive education in special or general educational
institutions, creating equal conditions for their
adaptation to social life, and increasing the
effectiveness of social support. Having recognized this
problem above and emphasizing its relevance and
importance, one of the urgent issues is the training of
teachers-defectologists for special and inclusive
education.
The use of deontological principles in the training of
European International Journal of Pedagogics
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European International Journal of Pedagogics
future special educators is explained by the need for
modern educational institutions to have highly
qualified specialists with deep theoretical knowledge
in correctional pedagogy, special psychology, medical
and biological sciences, information technologies, and
high pedagogical level of interaction with all
participants in the special education process. Purpose:
to analyze theoretical studies of the deontological
training of special educators. Analysis of psychological
and pedagogical literature, scientific research on
deontology, problems of professional training of
educators, allows us to identify various aspects of the
study of the problem: to reveal the general
foundations of deontology (I.Bentham, I.Kant, J.Mill,
P.Sorokin), to describe some aspects of professional
deontology (M.Petrov, L.Leshchinsky, E.Wagner,
K.Levitan, A.Skakun, S.Slivka, V.Gorshenev, I.Benedik,
A.Shmotkin), identifying aspects of the professional
culture of teachers (S.Arkhangelsky, B.Barbina,
A.Boyko, M.Vasilyeva, S.Goncharenko, V.Grineva,
I.Zyazyun, M.Evtukh, N.Kuzmina, L.Necheporenko,
A.Piyoda, V.Semchenko, S.Sysoeva, V.Slastenin,
L.Spirin, T.Sushchenko, V.Kankalik and others), adult
problems (B.Ananiev, V.Areshonkov, S.Boltivets,
A.Bondarchuk, S.Vershlovsky, S.Zmeyov, Y.Kulyutkin,
N.Nichkalo,
V.Oleinik,
V.Putsov,
T.Sorochan,
N.Skripnik)
and
others
V.Bondar,
L.Grenyuk,
S.Mironova, N.Pakhomova, Yu.Pinchuk, N.Savinova,
V.Sinev, V.Tarasun, L.Tomich, M.Sheremet and others
human integrity: in medical, legal, management,
pedagogical and various scientific fields it has an
ambiguous interpretation. This issue is also directly
related to the training of defectologists-specialists, and
scientific research and reforms are currently being
conducted
in
this
area.
(D.A.Nurkeldiyeva,
Y.Y.Chicherina, D.B.Yakubjanova, M.M.Arslanova).
The theoretical basis of pedagogical deontology is
pedagogical ethics, which is the main component of
the formation of a teacher's competence, determining
the ethical principles of professional behavior in his
relations with students, their relatives, colleagues and
society as a whole. The concept of deontological
training is closely related to the concept of teacher
competence. According to the dictionary, competent is
indicated as follows:
1) having sufficient knowledge in any field; well-
informed about something; explanatory; 2) based on
knowledge; qualified; 3) having certain powers; full-
fledged, sovereign.
For the first time, the category of “competence” was
introduced into the scientific apparatus in the 1960s-
1970s. In the same period, the necessary conditions
were created for the delimitation of the concepts of
competence and competence. In the 90s of the 20th
century, the concept of “professional competence”
entered the pedagogical vocabulary and became a
subject of special study. However, even now there is no
consensus on the essence of the terms “competence”
a
nd “competence”. In modern pedagogical science, the
concept of “competence” is used to describe the final
result of education, and the concept of “competence”
has the meaning of “I know”, in contrast to the
previously accepted sign “I know that, I know this” in
pedagogy. "
At the current stage of development of society, any
specialist is required to develop his professional
potential, increase his quality level, and develop his
personal development to the maximum. The priority
qualities that characterize a person include creativity,
the ability to innovative thinking, and the willingness to
look for ways to go beyond the existing patterns in
carrying out any activity. Vocational education (special
defectological education) is understood as the process
and result of acquiring a certain level of knowledge and
skills in a specific profession or specialty. The training of
defectological
personnel
for
special
children's
institutions is carried out in a purposefully modeled
professional environment during education in a higher
educational institution and acquires a dynamic
character. This process consists of a sequence of
propaedeutic, directional-theoretical, formative and
transformative stages, each of which takes place
through a purposeful impact on the requirements and
needs of the future specialist. The target component,
main goal and complex solution of training a
defectologist-specialist are the unity of the system of
tasks that ensure the achievement of this goal. Here we
proceed from the idea that the main goal of higher
education is to form a whole structure of a specific
professional activity being mastered.
The system of training specialists of special
institutions in a higher educational institution is
characterized by multi-functionality, which is expressed
in the interrelation of educational, upbringing,
developmental, coordinating and integrating functions.
These functions are conditionally separated, since the
boundaries between teaching, upbringing and personal
development of a student, as well as between
integration and coordination processes in the training of
a specialist, are extremely relative. Conditional
differentiation (division) of the functions of training is
necessary for an effective theoretical analysis of its
essence and is appropriate in organizing the educational
process. The educational function of training specialists
is understood as the orientation of this function towards
the acquisition by students of fundamental knowledge
of the foundations of didactic theory and the formation
of a certain system of skills and qualifications in
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European International Journal of Pedagogics
students. The theoretical and practical aspects of the
implementation of the educational function in the
training of defectologists imply the study of theory in
close connection with the professional activities of
future defectologists. This, in turn, helps students
master
the
substantive-correctional
and
organizational-methodological foundations of the
activities of specialists working in special institutions
for children with disabilities in mental and physical
development. The developmental training function is
that the acquisition of special knowledge and skills
occurs in a harmonious relationship with the
development of professional thinking, speech,
pedagogical abilities. This allows the defectologist-
specialist to take a creative approach to organizing the
educational process in special institutions. The
coordinating (coordinating) training function is
associated with its orientation towards influencing the
future study of correctional pedagogy, psychology and
special methods by students, as well as the process of
preparing for special courses and special seminars. In
addition, the methods taught to future defectologists
are distinguished by their more specific internal
content compared to the methodological courses in
the curricula of other faculties. Thus, the didactic
training of a future teacher-defectologist forms the
foundation of his entire future professional training.
The main structural components of training
(purposeful, substantive, technological and result-
based) operate in an integrated manner in interaction.
Thus, the deontological training of a special educator is
characterized as a purposeful and controlled process
that begins in an educational institution and continues
in the subsequent work process, ensuring his readiness
to perform normative actions in various situations of
professional activity. Deontological training has its own
goals, objectives, structure, functions, a set of
conditions and ensures the acquisition of knowledge
about normative actions in various situations of the
professional activity of a special educator, the
formation of deontological competence. The
deontological competence of a special educator is the
specific skills and abilities that a special educator needs
to carry out corrective, developmental and educational
work with children with disabilities in their
psychophysical
development.
Deontological
competence includes various components, including: -
communicative competence (a special educator must
be able to communicate correctly with children with
psychophysical
developmental
disorders,
their
parents, psychologists, doctors and other specialists); -
psychological competence (the ability of a correctional
teacher to use psychological tools to organize
relationships in the process of correction and
development); - personality - goodwill, sensitivity,
balance, tolerance, humanity; - theoretical training (a
high-level correctional teacher must have not only
knowledge of the professional-practical cycle, but also
excellent knowledge of psychology, biomedical
sciences, etc.); - information competence (knowledge of
information technologies, the ability to process various
types of information); - self-development, creativity,
self-determination, self-education, competitiveness; -
ethical competence (observance of ethical norms and
rules of behavior by a correctional teacher), etc. Thus, in
pedagogical science there are many studies devoted to
the deontological training of teachers, but the holistic
process of deontological training of a future correctional
teacher. has not yet been disclosed. The formation of
deontological competence ensures the readiness of the
correctional teacher to implement normative behavior
in the field of practical professional activity. A problem
has been identified that requires clarifying and
substantiating the concept of the content of the
deontological training of a correctional teacher,
developing a technology for its implementation in a
higher educational institution.
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