Formation of professional competence future teacher of the deaf in the process of independent works

FORMATION OF PROFESSIONAL COMPETENCE
FUTURE TEACHER OF THE DEAF IN THE PROCESS OF INDEPENDENT WORKS.

Haydarova Oygul Fazliddinovna –

Tashkent State Pedagogical University named after Nizami
Teacher at the Department of Surdopedagogy

Key words and concepts: competence, teacher-defectologist, differentiation,
lecture, independent workchildren with hearing impairments, correction.


Annatation: Competently organized independent work of students will create the basis for acquiring the experience of acquiring knowledge throughout life, skills for solving socio-professional tasks, personal and value self-development.
At the present stage of development of higher education in the Republic Uzbekistan one of the priorities is the problem of the quality of graduate training, the main criterion of which is the formation of students key competencies (social, professional, communicative, informational, educational), which form the basis of the competence of a future specialist. As emphasized by A.V. Makarov, competence is "an integral quality of personality, which is based on active knowledge and, especially, on acquired experience, skills, skills. This is a quality demonstrates the willingness of the individual to effectively use the acquired knowledge, skills and abilities in various (including non-standard) life, social and professional situations. It is also a willingness to self-study throughout life".
The process of reforming special education in the Republic Uzbekistan has made it necessary to make changes to the preparation teachers-defectologists. The network of institutions providing special education for children with special psychophysical development is currently quite variable and differentiated. Therefore, a modern teacher-defectologist should be able to plan and carry out pedagogical activities in accordance with the requirements of a certain educational institution, creatively operate with existing knowledge and independently master new ones, think critically, defend your point of view, make adequate decisions, master and develop innovations in the field of the profession. High requirements for the professional qualities of a teacher-defectologist are due to the content of the work, which is multifunctional.
The new educational standard for the specialty "Sign Language Pedagogy", developed at the Faculty of Special Education of the Maxim Tank Belarusian State Pedagogical University, clearly defines the tasks that make up the scope of the professional competence of the sign language teacher:
- organization of timely detection of hearing disorders in children, differential diagnosis to determine the type of violation, in-depth psychological and pedagogical examination of children with hearing impairment;
- designing individual programs of correctional work based on the prediction of the individual rate of development of the child;
- organization and implementation of conditions for the versatile development of the personality of children with hearing impairment, taking into account individual characteristics;
- the use of specific means of communication with persons with hearing impairment;
- counseling of children and adults with hearing impairment, their parents (persons replacing them;
- organization and implementation of scientific and methodological work;
implementation of educational activities;
- planning, organization and implementation of scientific research research, analysis and use of its results in the correctional educational process;
- planning, implementation, monitoring and evaluation of preschool education and training;
- organization and implementation of the process of professional self-education.
As O.L. Djuk emphasizes, professional competencies can be developed by students on the basis of their independent search, creative activity, independent acquisition of experience in solving various tasks. A necessary personality trait of each specialist is currently becoming independence – the ability of a person to perform a certain action or set of actions without direct assistance from other persons. This is a complex integrative characteristic, which consists in the ability and need to make and implement decisions.
V.M. Nagaev distinguishes two types of independence: meaningful, assuming the ability of a person to make adequate decisions without outside help, and organizational, expressed in the ability to organize their work with the implementation of the decision. As the scientist emphasizes, only in the presence of both of these types can we talk about the true independence of a person.
Independent work of students is currently recognized as the most important component of the educational process, since it:
1) promotes the personality-oriented orientation of professional training, the development of the ability to self-education;
2) gives the educational process a practice-oriented and problem-oriented character;
3) ensures the self-development of the necessary abilities of the future specialist for more complex, multifunctional activities, the methods and content of which cannot be mastered according to samples;
4) increases the responsibility of both students and teachers for the results of the educational process.
Since the activation of independent work of students is one of the leading trends in the reform of the higher education system, there is a need to determine and scientifically substantiate the logical system for organizing the independent work of students-sign language teachers within the framework of various classroom and extracurricular activities.
The development of the topic "Improvement of independent controlled work of students" is planned as part of the research work of the Department of Sign Language Teaching for 2006-2010. The purpose of the study is determination of the scientific and methodological foundations of the organization of independent work of students studying in the specialty "Sign language teaching. Preschool education".
Objectives of the work:
- the study of modern approaches to the organization of independent work of students;
- substantiation of the logical system of organization of independent work of students within each course of special psychological and pedagogical disciplines;
- scientific substantiation and development of a system of tasks for independent work of students in the subjects of the sign language cycle;
- substantiation and development of methodological support for independent work of students in the main disciplines of the sign language cycle.
The methodological basis of the study was the provisions on personality-oriented and activity-based approaches to learning. Research work is carried out in several stages:
Stage I – preparatory (2006) – information search on the research problem, justification of the logical system of organizing independent work within each academic discipline.
Stage II – activity (2007-2009) - is aimed at solving the following tasks:
1) development, testing and analysis of a system of tasks for independent work of students during the main classroom classes (lectures, practical and laboratory classes) and for extracurricular (home, creative) independent work.
2) differentiation of the system of tasks for full-time and part- time students.
3) development of methodological support for independent work of students.
4) definition of a system of tasks for monitoring the results of independent work of students.
Stage III - control and correction (2010) – analysis of the results of research work. As M.V. Bulanova-Toporkova points out, first of all, it is necessary to determine the basis (the fundamental core of knowledge) and the tasks of teaching the subject, and then on this basis create a system of tasks and problems for independent work. Therefore , the initial link in the development of the problem there was a justification by each teacher of the logic of organizing independent work of students by analyzing the components of the content of a particular discipline, determining the relationship between them. The most important. The objectives were: to define a modular program for the organization of independent work (within the discipline, each of its sections, a specific topic), types of independent work (individual, group), the purpose of a specific study assignment, the amount of work and deadlines, alternating forms and types of reporting, types of assistance to students.

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