SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
34
PEDAGOGICAL BASIS OF INTERNATIONALIZATION OF THE
PROFESSIONAL-METHODICAL TRAINING OF THE FUTURE
ENGLISH LANGUAGE TEACHER
Turdaliyev Doston Sobirjon ugli
Doctoral student of Denov Institute of Entrepreneurship and Pedagogy
https://doi.org/10.5281/zenodo.11633309
Abstract:
This thesis discusses the internationalization of professional-
methodical training of future English language teachers in the process of higher
education.
Key words:
individual level, professional-methodical training,
internationalization, globalization, foreign languages, strategy.
Introduction:
Much of modern higher education is engaged in international activities, but
this is usually the simplest, most basic level of internationalization.
Internationalization of higher education at a high level can be considered as a
process of systematic integration of the international component into education,
research and social activities of higher educational institutions. In this sense,
many, even from major centers of academic learning, cannot be considered truly
international.
Higher education of the 21st century has a number of characteristics and
requires certain changes in the content and organization of education. Changes
are an integral part of development. Technical innovations lead to changes in
technological processes, changes in the management of these processes, and
changes in the training of specialists. This has always been the case, but at the
end of the 20th century, the scale and speed of these changes increased so much
that it was necessary to create a system for managing these changes. At the
beginning of the 21st century, change has become one of the most important
requirements for the successful operation of organizations, and change
management has become a valuable skill of a leader.
The main factor driving changes in the field of education is the rapid
increase in the flow of information. This growth is happening so fast that the
previous methods and education system itself can no longer cope with it. A
simple increase in the amount of acquired knowledge leads to an excessive
increase in the educational load, negatively affects the health of students, but
does not give the desired results. At such a rate of change, knowledge is updated
so quickly that after graduating from the university, the knowledge acquired by
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
35
students has time to become obsolete. There is a need for constant updating of
professional knowledge, i.e. continuous, "
lifelong
" training.
Changes in the educational environment, professional reorientation of
specialists at different stages of their careers, mastering new fields of activity,
career change. The students themselves have also changed — in addition to
yesterday's schoolchildren, mature professionals have come to the university,
become burdened with family, and combine studies with work. Their practical
experience, special conditions for education force universities to change the
teaching schedule and methods. It is no longer enough to convey a certain
amount of knowledge to students, it has become very important to learn to
search and analyze the necessary information, to teach the process of acquiring
knowledge.
These changes, which are specific to the educational process, take place
against the background of broader processes of change that cover individual
countries, regions, and the world economy as a whole. Students study abroad
and apply their knowledge by working in international companies around the
world. The European Union has developed special scholarships and programs
that encourage students to study abroad. Up to 80% of students in leading
universities of Great Britain, USA, Canada are foreign citizens.
The rapid development of modern information technologies and distance
education has made national borders absolutely transparent for educational
services. A single global educational market has been formed, where universities
from different countries offer their products and services to all students at the
same time, without limiting themselves to national borders. Popular rankings of
the best business schools of the Financial Times include not only the USA, but
also Canada, Spain, France, and Great Britain. Employers in many European
countries are increasingly focusing on the experience of studying, living and
working abroad when hiring university graduates, as this is evidence of
candidates' flexibility, breadth of worldview, and communication skills with
representatives of different cultures. will give.
The main forms of internationalization of professional-methodical training
of future English language teachers in the process of higher education.
The historical development of the world higher education system, the
national isolation of universities is increasingly clashing with the consequences
and prospects of internationalization and globalization. This main conflict is
manifested in various issues and problems: recognition of university diplomas,
specializations and assessments, development of international forms of quality
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
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assessment, issues of international accreditation. In order to propose real steps
to overcome this conflict, you need to analyze the main forms and
characteristics, problems and prospects of the internationalization of higher
education.
Professional-methodical mobility of students.
The most popular form of internationalization of higher education is
student mobility - the departure of a certain number of students to study abroad.
Of course, sending students to study abroad is not a new phenomenon, and some
regions have been dealing with it for a long time. Many European countries have
had a steady flow of students from their former colonies for many years. A large
number of young people from Latin American countries are seeking degrees in
the US and Canadian universities. During the Cold War, universities in the Soviet
Union and Eastern Europe attracted students from countries with similar
ideologies. Over the past 40 years, the rate of growth in the flow of students
crossing national borders for higher education has outstripped the rate of
diffusion of higher education.
Student mobility is encouraged by various national and regional programs.
Many countries have bilateral and multilateral agreements in this area. The most
popular European programs are Erasmus, then (since 1995) Socrates. The
Erasmus program (
started in 1987 to help create a common market in Europe
)
and related mobility schemes such as Comet, Lingua, etc. aim to create a
European model of higher education.
On the other hand, national differences in educational opportunities,
quantitative restrictions on the recruitment of students in certain specialties
force students from these countries to look for opportunities to study abroad.
Language and cultural considerations attract students to study programs in
Great Britain, France, and the United States. The predominance of English as the
primary and most studied second language in modern science has seen Canada
and Australia top the list of countries receiving the most international students,
along with the United States and the United Kingdom. In a number of countries,
the demand for the educational programs of the universities of these countries
attracts their educational services through the distribution channel: specialized
agencies and consulting companies, both national and international, act as
intermediaries and consultants to meet this demand.
Internationalization of educational programs.
Changes to university programs have always been met with resistance in
the academic environment. Woodrow Wilson, as president of Princeton
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
International scientific-online conference
37
University, said, "It is easier to move cemeteries than to change curricula." This
statement aphoristically reflected the main contradiction in the development of
higher education at the current stage. On the one hand, realizing the need to
adapt to the complex process of constant and rapid updating of knowledge,
universities strive to improve their educational programs and offer the newest
fields of knowledge. On the other hand, tradition is still highly valued in
education, and the fact that some attributes of higher education remain
unchanged is a hallmark of the high quality of the programs offered. Many
universities try to trace their history, if possible, connect their emergence with
the oldest educational institutions. In the service sector, the service provider's
time in the market, his reputation and name have always been the basis of
confidence in the quality of the services he offers. In the field of educational
services, that is, services related to the transfer of knowledge, these quality
criteria are even more valuable.
A strong incentive for the internationalization of educational programs is the
increasing influence of international professional associations. The rapid growth
of international trade in professional services has encouraged many professions
to organize their activities internationally. These professional associations have
taken seriously issues such as quality assurance, minimum standard
requirements, criteria for professionalism, accreditation, etc. Architects,
psychologists, accountants and others are trying to develop international
standards that will lead to more consistency in curriculum and quality criteria.
Often such professional standards are implemented by international
organizations.
References:
1.
Fullan Michael. Leading in a Culture of Change, JOSSEY-BASS, San
Francisco, 2001
2.
Lorange P. New Vision for Management Education: Leadership Challenges,
PERGAMON, 2002
3.
Rauhvargers A. Joint degrees in Europe, FORUM, winter 2002, vol.4.no.3
4.
Robbins K. and Webster F. The Virtual University, OXFORD UNIVERSITY
PRESS, 2002
5.
Rowley D. J., Lujan H. D. and Dolence M. G. Strategic Change in Colleges and
Universities, JOSSEY-BASS, San Francisco, 1997
