Samarkand state institute

Chapter 1.
PROFESSIONAL AND PEDAGOGICAL COMPETENCES
1.1. Professional competence of English teacher.
Teaching practice is an important phase of teacher education that provides
opportunities for teachers to reflect on their developing teaching philosophies and
put them into action. This process helps teachers to bridge the gap between theory
and practice, to step into the professional teaching environment by sharing,
cooperating, and collaborating with their more experienced peers, and to observe
seasoned teachers in the classroom.
Changes in the modem educational system in Uzbekistan make the training
and professionalism of teachers necessary i.e. improvement of their professional
competence. The main purpose of modem education is to match current and future
needs of the individual, society and the state, the preparation of multi-developed
personality of a citizen of the country, capable to social adaptation in the society, to the beginning of employment, self-education and self-improvement. An openminded teacher, predicting the results of his operations and modeling educational process is a guarantee of achieving the goals. That is why nowadays demand for skilled, creative, competitive teacher, being able to educate a person in a modem, rapidly changing world has sharply increased.
The term '’professional competence" had been actively used since 90s of the
last century and the concept became the subject of a special, comprehensive study
of many researchers dealing with educational activities. to emphasize some points of research, revealing actual problems of teaching process and methodology and what solutions can be implemented to the mentioned problems.
Under the professional competence of teachers one can understand a set of
professional and personal skills required for successful teaching. It wouldn't be inappropriate to state that those ones can be called professionally competent
teachers, who carry out teacher communication and various teaching activities
The development of professional competence means the development of creative individuality, susceptibility to the formation of educational innovations, ability to adapt to a changing in the educational environment. Professional level of teachers is directly related to socio-economic and spiritual development of society. On the basis of modem requirements, it became possible to identify the main ways of development of professional competence of the teacher:

1.Working in the teaching unions, creative groups;

2.Researching, experimental activities;
3.Innovative activities, development of new educational technologies;
4.Various forms of educational support;
5.Active participation in educational competitions, workshops, master classes, forums and festivals;
6.Summarizing own teaching experience;
7.Using Informational Computer Technology (ICT).

But none of these methods will be effective if the teacher himself/herself is not aware of the need to improve their own professional competence. Therefore

follows the need to motivate and create favorable conditions for teacher professional progress. It is very essential to create the conditions in which the teachers realize own needs to improve their professional qualities. Analysis of personal pedagogical experience activates professional self-development of the teacher, resulting in developing skills in research activities, which are later integrated into a teaching activity. The teacher should be involved in the development of higher educational establishment management that promotes the development of his professionalism. While making the research the authors of given article distributed questionnaires in the target groups which included students of different courses and proposed to evaluate their teachers’ competence in the framework of teaching foreign languages,
the same quiz was organized together with teaching staff of various higher educational institutions. Conclusion of analyzed data provided by students and teachers adduced that the majority of students (about 70 per cent) consider implementing of ICT by the teachers during the lessons not sufficient enough and the percent of data showing frequency of teacher’s consultation for students was not so high (about 20 per cent) as well, whereas the participation in different kinds of teacher-training seminars came only to 10 per cent of teaching staff. Development of professional competence is a dynamic process of incorporation and modernization of professional experience leading to the development of individual competencies, the accumulation of professional experience, involving ongoing development and self-improvement.The process of formation of professional competence as much depends on the environment, so the environment should encourage professional self-development. The higher educational establishments are established on democratic system of governance. This is both the system of incentives for employees, and various forms of teacher monitoring, which may include questionnaires, tests, interviews, and intra-institutional events to share experiences, competitions, and the presentation of their own achievements. These forms of stimulation can reduce the level of
emotional anxiety of the teacher and influence the formation of beneficial
psychological atmosphere in the team. Being a teacher is a complex profession in which teachers meet various students’ background; social and intellectual. Successful teachers are not simply responsible for transferring knowledge, but they must also transfer it effectively and successfully, and for that reason alone, they should organize classrooms, implement effective classroom pedagogy and work cooperatively with a diversity of students and colleagues to transfer the knowledge effectively and successfully public assumes that being a teacher is an easy job. Indeed, teachers also assume that the duties of a teacher are easy, manageable and could be carried out successfully. Due to this paradigm, most teachers are not serious in gaining knowledge during teacher training. As a result, it brings negative effects to the teaching profession. In reality, being a teacher is not an easy task because teachers have to fulfil parents’ expectations and to ensure that students are well-educated. Therefore, all teachers have to improve their teaching skills and knowledge. The elements and domains which are supposed to be fulfilled by all teachers are personality, intellectual, emotion, inter-personal skills, intra-personal skills and creativity in teaching. Despite the elements and domains that are supposed to be fulfilled by all teachers, many Indonesian teachers are lack in teaching competence ,the teacher must have four competences;

1. 
   pedagogical competence;
   
2. 
   personal competence;
   
3. 
   social competence, and
   
4. 
   professional competence.
   

In relation to teachers’ competence, the success of the teaching materials in relation to teaching content is influenced competence. Professionally, professional teachers should have capability to plan and implement the learning activities to learning objectives. In achieving these learning objectives, teachers must not only convey learning materials, but also must update and master the learning material that they present to the students; in this case the teachers need to develop their professional competence. besides pedagogical competence, professional competence is also to be tested. So that, each teacher must truly master the professional competence. Professional competence of the teacher is obviously preformed in mastering scholarly and substance related to learning process. In mastering the substance of scholarly, teacher is required to master the content of the field study under their control. In this case, a teacher should understand the curriculum and teaching materials, understand the concepts, methods, and structures of science that deals with the material being taught. Whereas, in mastering the substance related to the learning process the teachers should conduct an analysis of learners characteristics, prepare the design of learning process according to the characteristics of learners and teaching materials, create a conducive atmosphere to the learning process, implement a acompetency is a rational performance which satisfactorily meets the objectives for a desired condition, it explained that competency is a set of knowledge, skills, and attitude that teacher has to had, inspires, and masters in implementing their duty of professiolism. In Indonesia, the teacher who meet the standards of being professional teachers are they who have required qualifications and truly understand what to do, whether inside or outside the classroom. From definitions above, it can be stated that competence refers to the ability to implement what the teacher has gained from education. The teachers’ competence refers to the rational performance and action to complete certain things in implementing the educational duty. Competence is the ability to implement what they have achieved or gained from education and training. Competence is very contextual and non-universal for every kinds of profession. Professional Competence can be defined as the teachers’ capability to master their subjects in-depth and the way to appropriately deliver it to the students, Apart from teaching, teachers should possess the capability to diagnose students’ initial behavior, develop lesson plans, administration, communicate, and develop themselves as well as the students’ potential. In order to play those particular roles, teachers should trade on their educational background and experiences.

1.2. Pedagogical competence
Pedagogical competence is one of the factors affects the quality of education. This study was designed to examine the effect of trainings attended by mathematics teachers on their pedagogical competence. Based on this study, pedagogical competence generally involves two aspects: knowledge and skill. This study will examine the effect of training on each of these aspects. The samples in this study were randomly selected by conducting a survey of 20 mathematics teachers located in Indonesia. The tests were administered to measure knowledge aspect and questionnaires were given to measure skill aspect and the trainings. The test data revealed that the trainings contributed negatively to knowledge aspect. While the questionnaire data reveal that the trainings followed by them contributed positively to skill aspect. In this case, the trainings have a positive effect on the pedagogical skills of mathematics teachers. Researchers also found that mathematics teachers need trainings related to learning tools, method / technique / learning strategy, use of information technology and instructional media. Researchers also found other problems of trainings that have been given to the mathematics teachers that is not in accordance with their needs and they required continuous training with active communication between training participants. 1. Introduction Teachers are educators who have an influence on learning process and have a big role in achieving goals of national education . Teachers have a strategic contribution in determining student successes, the combination of early cognitive abilities and affective of teachers will affect 65% of the success of students and if supported by the quality of learning then the interaction will benefit for 90% . In this case, teachers also influence student achievement. In addition, it is not deniable that to produce students who are ready to compete in modern world, they must be educated by teachers who have adequate capacity and competence in accordance with future needs. In fact, the quality of teachers in Indonesia is still far from adequate to be able to make fundamental changes in education. Therefore, teachers need to improve their knowledge and skills to improve and explore their teaching practices. In order to develop teacher’s potension in teaching, teacher competence becomes a matter that needs to be considered and discussed in depth. Teacher competence influences values, behaviors, communication, goals, and teacher teaching practices. In this case, competence can be discussed in many dimensions such as field competencies, research competencies, curriculum competencies, lifelong learning competences, socio-cultural competencies, emotional competence, communication competencies and information technology and communication competencies., training, talents and other factors. Teacher competence also depends on trainings that teachers follow. Teachers must continue to learn, follow scientific activities such as trainings, seminars, workshops to expand their horizons, enhance experience and apply them in teaching and learning activities conducted by teachers. Focused training may affect the professionalism of teachers in teaching. In addition, teacher trainings should understand the differences that each teacher has, both in terms of the preferred learning activities and the competencies that teachers have acquired, so that the training programs provided are not using only one common approach designed equally for all teachers. Provision of trainings on the use of technology requires teachers to effectively use technology and information applications in the classroom to improve teacher quality in teaching. An educational system with qualified standards will regulate teacher’s training strictly in order to obtain higher level of professionalism. Therefore, teacher training must understand the differences of each teacher, both in terms of preferred learning activities and the competencies that have been obtained by teachers. Beside that, teachers should take focused training to improve their profesionalism, the training includes various activites that teachers must follow during the training period, as part of teacher professional development. In this case, it appears that trainings have an important role to the professionalism of teachers. Furthermore, this study aims to examine the influence of trainings that mathematics teachers follow to their pedagogical competence. In line with the objectives, the following research questions are directed at: Do trainings affect the pedagogical competence of mathematics teachers in terms of knowledge aspect?. Do trainings affect the pedagogical competence of mathematics teachers in terms of skill aspect? Teachers Pedagogical Competence is what a person needs to do or about performance, under conditions of what should be done or about conditions and how well it should be done or about the standard, so that competence is more than just a job description or work activity. Competence is an ability to apply knowledge and skills. Competence is sufficient skill and understanding to perform certain types of work satisfactorily. Teaching competence is a set of abilities, knowledge and beliefs that teachers possess and is also used to create an effective learning process. Pedagogical competence is the ability of teachers in managing learning that includes the ability to plan a learning program, the ability to interact or manage the learning process and the ability to perform an assessment. Pedagogical competence consists of knowledge and skills which is successful teaching relies on subject deep knowledge, linking theory and research to teaching and learning, and simultaneously using knowledge and skills in a rational context . Implementation of teacher pedagogical competence can optimize the development of learners from the intellectual, emotional and moral aspects. Pedagogical competence is the ability and willingness to regularly apply attitudes, knowledge, and skills which aim to encourage learning to create learning in the best way. Teacher pedagogical competence is the ability to manage learning, which includes planning, implementation and evaluation of learning outcomes of learners Pedagogical competence of a teacher is very important in the teaching-learning process because in modern education pupil is the centre of the system. So this study aimed to know the concept of pedagogical competence, to understand the basic areas for the development of pedagogical competence, to know the influencing factors of pedagogical competence, to know what are the importance of pedagogical competence for future and to acquaint with key issues and challenges for development of pedagogical competence.

To know the concept of pedagogical competencies, we have to know about the concept of pedagogy. Pedagogy is nothing but it is a discipline that deals with theories of teaching and learning. It is also called an art of teaching for effective learning of students. Literally it means science of child. But it can be elaborated that here „science‟ is a science of teaching and child refers to here learner. So it can be said that pedagogy is a science of teaching for effective learning of learners. Pedagogical competence refers to performance, knowledge and skill in teaching and learning, thus it includes teachers‟ capability to manage the teaching and learning process the planning to the evaluation stages. According to Indonesian government policy and regulation defined teachers‟ pedagogical competence as the understanding of basic education, students, curriculum development, lesson plans, dialogical teaching and learning process, learning evaluation, and students‟ potential developments. However, it refers to as ability to do performance in curriculum planning, assessment, reflective teaching, classroom management, teaching children and so on. So the basic thing in teacher training programme, the trainee teachers are trained to provide the pedagogical knowledge and they are sent to implement all these in teaching-learning process during their internship programme. To develop the pedagogical competence or skills, One shoul follow the following basic areas

 Developing learning design
 Developing learning materials
 Developing presentation skill
 Developing the skill of introduction
 Use of blackboard
 Developing management skill
 Developing of probing question skill