BASIS OF DEVELOPING PROFESSIONAL-PEDAGOGICAL COMPETENCE IN FUTURE ENGLISH TEACHERS

Аннотация

The article discusses the factors and models for the formation of active, personal, or professional communicative competence in future English teachers, and the specific characteristicsof each. Key words: education, competence, pedagogical environment, teacher's task, teaching content, development, modern education, system, linguistic, pedagogical-psychological factor. Annotasiya: Мақолада бўлажак инглиз тили ўқитувчиларида фаолиятли, шахсий ёки касбий коммуникатив компетентликни шакллантириш омиллари, моделлари ҳар биринингўзигахос хусусиятлариҳақидасўз юритилган. Таянч сўзлар: таълим, компетентлик педагогик муҳит, ўқитувчи вазифаси, ўқитиш мазмуни, ривожлантириш, замонавий таълим, тизим, лисоний, педагогик-психологик омил. Annotasiya: В статье рассматриваются факторы, формирующие активную личную или профессиональную коммуникативную компетентность будущих учителей английского языка,особенностикаждой измоделей. Ключевые слова: образование, компетентность, педагогическая среда, роль учителя, содержание обучения, развитие, современное образование, системный, лингвистический, педагогико-психологический фактор. Today's rapidly changing and rapidly changing social environment requires graduates of higher educational institutions to have competence, initiative, discipline in education and the ability to work independently on themselves, dynamism and constructiveness, and master one of the leading foreign languages, in particular, It requires the development of personal qualities related to pedagogical competence, such as perfect knowledge of the English language, high-level computer literacy, education based on world standards, and interest in and commitment to advanced modern pedagogical innovations. Future teachers, including English language teachers, who are trained in higher educational institutions of pedagogy, strive for independent learning throughout their lives, are aware of new pedagogical technologies in the context of the digital transformation of education, are able to use them freely, and make their own independent decisions. It should fully meet world education standards, adapt to social life and the future professional environment, be always ready for emotional situations, but be able to quickly and skillfully get out of them. All these are the requirementsof thecurrent era and profession. Teachers' professional competence, along with their orientation and inclination to a certain profession, also serves as an integral characteristic of their personality. It is no secret to the scientific community that in many scientific studies, the term "competence" is generally used, in particular, "professional competence", and in somecases, "teacher competence". https://ijmri.de/index.php/jmsi volume 4,issue3,2025 239 However, their precise definitions, in particular, brief information or specific observations about thefactors and conditions fortheformation of"pedagogical competence" are still lacking. L.M. Mitina explains the term "pedagogical competence" as "a harmonious combination of knowledge about the subject, teaching methods and didactics, pedagogical communication skills and qualifications, as well as methods and means of self-development, self-improvement, and self-realization," and emphasizes that there are three leading factors in its structure (active, communicative, and personal). We also agree with this scholar's reasoning and accept it as a theoretical basis. We believe that there are three factors that determine the level of development of the pedagogical competence of afuture English teacher, identified in thecourse oftheresearch andtested in experimental work: a) functional or special competence (a set of knowledge, skills, qualifications and individual methodsof implementingpedagogical practice); b) personal or professional competence (a set of knowledge, skills and qualifications for professional self-improvement, independent and continuous self-study, and ultimately self- realization); v)communicativecompetence (related to theimplementation ofpedagogical activities aset ofknowledge, skillsand competencies). We emphasize that active and personal structures of pedagogical competence are the priority in thedevelopment oflinguistic competenceofthe future English language teacher. 1. Below, we will briefly touch on each of the highlighted factors of the development of pedagogical competence in future English language teachers based onthe author's approach. 2. The functional competence of an English teacher. It is aimed at acquiring knowledge, skills, abilities and individual methods for independent and sensitive learning of the English language. Functional competence, first of all, includes all linguistic knowledge relevant to the field. 3. Learning English independently and responsibly is not possible without a solid grasp ofthecontent and subject matterof thelanguage. The content of English language teaching in pedagogic higher education institutions should be constantly updated so that,