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Февраль 2022 10-қисм
Тошкент
‘‘ЎЗБЕКИСТОНДА МИЛЛИЙ ТАДҚИҚОТЛАР: ДАВРИЙ АНЖУМАНЛАР:’’
and express himself in a matter significant to him is singled out as a central concept [15]. E.F.
Zeer argues that professional development is “a change in the psyche in the process of mastering
and performing professional activities in the current socio -economic situation” [7, p. 16]. In the
context of the formation of modern value orientations of education, professional development,
according to E.V. Bondarevskaya, “more and more focuses on the affirmation of the essential
personal principle in a person, on the formation of his value orientations” [2, p. 38]. In the
field of pedagogical science, the concept of “professional development” has a multidimensional
characteristic. According to the definition given in the pedagogical dictionary, “this is the
acquisition of new qualities, the development of new roles and functions by a n individual, an
educational institution, an insti-tution, the educational system as a whole” [14, p.253]. As L.M.
notes Mitina, “professional development of a teacher” is an active, qualitative transformation
by a teacher of his inner world, an internal determination of teacher’s activity, leading to a
fundamentally new way of professional life activity” [10, p. 49]. A number of well-known
scientists (
S.G. Vershlovsky, G.L. Ilyin, I.A. Kolesnikova, L.M. Mitina, E.I. Rogov, and others
)
argue that “professional development of a teacher” implies integration and implementation in
pedagogical work of professionally significant and personal qualities and abilities, professional
knowledge and skills. In this case, the teacher should be open to new experience and knowledge,
and the decisive tasks in this process are “the teacher’s adaptation to the constantly changing
economic, social, professional conditions of activity” and the creation of “optimal conditions
for personal and professional development and the improvement of teachers to the level of
professional excellence”[9, p.22]. Rean proved that the professional development of the teacher
is a continuous process throughout the entire professional activity and involves the achievement
of the highest and stable results in training and education. According to E.D. Beznisko, the
professional development of the teacher is defined as “his readiness and ability to value-semantic,
activity-reflective, creative self-development of the subject of pedagogical activity, which is
expressed in the high level of professional and pedagogical culture” [1, p. 27]. The teacher’s
professional growth is associated with the rea-lization of his personal and professional potential:
changes in value -semantic formations, motivation, creative self-realization of himself in the
profession, success in pedagogical activity, and the need for personal self-development. Thus,
the professional development of the teacher is considered by researchers in two aspects: as the
realization of professional knowledge and skills in pedagogical work and as a qualitative change
in the psychological characteristics of the personality of the teacher. As a working concept of
“professional development of a teacher” we use the definition of L. M. Mitina - “the growth,
formation, integration and implementation in pedagogical work of professionally significant
personal qualities and abilities, knowledge and skills, but the main thing is the active qualitative
transformation by the teacher of his inner world, leading to a fundamentally new structure and
way of life” [11, p. 1 38].
An analysis of the work on this topic indicates that the study of the professional develop-ment
of the teacher is carried out in the framework of several approaches, among which the following
are distinguished:
- personal-activity
(taking into account the individual psychological characteristics of the
teacher as an active creative subject of his own activity);
- activity (
identifying patterns of professional growth of a teacher through the study of the
effectiveness of his activities
);
- holistic, integrated, archeological (
interconnected study of the personal and professional
growth of the teacher
).
In all the studies we examined, the central category reflecting the essence of the interaction
between a person and a profession is professional development . According to L.M. Mitina, the
characteristics of the professional development of teachers, highlighted by the authors of various
approaches, complement each other and therefore can be combined within a single personality-
developing approach [11, p. fifteen]. Professional development is interpreted by the author as
“the growth, formation, integration and implementation in the pedagogical work of professionally
significant personal qualities and abilities, knowledge and skills, but most importantly, as an
active qualitative transformation by the teacher of his inner world, leading to a fundamentally new
structure and way of life” [16, p. 89]. Thus, a necessary condition for the professional deve-lopment
of a teacher is the transition to a higher level of professional self awareness. The construc-tive
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