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International Journal of Trend in Scientific Research and Development (IJTSRD) 
Volume 5 Issue 6, September-October 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 — 6470 
<——— TT A FeO 


Some Issues of Development of 
Deontological Culture of Future Teachers 


Dilafroz Kenjabayeva 


Lecturer Department of Interfaculty Foreign Languages, Termez State University, Termez, Uzbekistan 


ABSTRACT 


This article is devoted to the problem of pedagogical deontology, 
responsibilities, duty and professional competence of future teachers, 
the features and prospects of the development of deontological 


education are discussed. 


How to cite this paper: Dailafroz 
Kenjabayeva "Some _ Issues _ of 
Development of Deontological Culture 
of Future Teachers" Published in 
International =a 


Journal of Trend in 





KEYWORDS: pedagogical  deontology, 
competence, social competence, norms of behavior 


INTRODUCTION 

The individual is a complex autonomous system, 
characterized by direction, positive activity and will 
to cooperate, self-determination in human values, 
recognition of the importance of his individuality, 
always striving for self-realization. But if for various 
subjective and objective reasons it is impossible to 
understand and express oneself through spirituality 
and creation, they can be replaced by self-expression 
through deviant behavior. 


Of course, antisocial behavior is a consequence of a 
person’s impaired spiritual development. Radical 
changes in the development of the economic sector, 
the intensification of social differentiation and socio- 
cultural deformation of society have had an adverse 
effect on the socialization of the younger generation. 
A rethinking of many previous values and the lack of 
new ideals leads to the spiritual destruction and lack 
of spirituality of adolescents, their aggression, and a 
decline in their level of culture. 


One of the main reasons for this situation is the low 
professional culture of teachers, lack of pedagogical 
tactics and failure to perform their professional duties, 


duty, professional 


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ignorance of the individual characteristics of 
adolescents. At the same time, children in transition 
need real help in solving problems and difficulties 
that arise, and the role of an active mediator in the 
“adolescent-society” system should be acquired by 
teachers through an effective communication system 
and creative activity. In this situation, the most 
important problem is that future teachers are not 
deontologically ready to work with children with 
deviant behavior, and their solution helps to develop a 
sense of professional duty. This problem is very 
topical and it seems possible to solve it in a specially 
organized pedagogical process of higher education. 
Thus, knowing the methodology of the science of 
deontology, its connection with the basic concepts of 
pedagogy, psychology, philosophy increases, because 
deontology as a science considers man, first of all, 
through objective concepts such as consciousness, 
self-awareness. 


In this sense, the works devoted to the general issues 
of socialization of children, adequately covered in the 
psychological and pedagogical literature, are of 





@ IJTSRD | Unique Paper ID —- IJTSRD47738 | Volume-—5 | Issue—6 | Sep-Oct 2021 


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constant importance for studying the deontological 
readiness of future teachers to work with children 
with deviant behavior. 


ANALYSIS OF 
LITERATURE 
Psychological and pedagogical causes of deviant 
behavior GA Jakupova, EV Zmanovskaya, IS Kon, 
MS Kerimbaeva, AE Lichko, AS Makarenko, VS 
Mukhina, VT Stepanova, A.N.Teslenko, G.A. 
Umanova, V.I. Considered in the works of 
Cherednichenko et al. Issues related to the formation 
of professional qualities of a teacher B.A. 
Abdikarimov, K.M.Aringazin, G.K.Axmetova, 
Z.A.Isaeva, M.A .Kudayqulov, G.A. It has been 
studied in the works of Umanova et al. 


THE RELEVANT 


The least studied area in pedagogy is the issue of 
pedagogical deontology, and we have found that 
research on the problem of deontological preparation 
of future teachers to work with children with deviant 
behavior is extremely insufficient. 


Thus, in accordance with various philosophical and 
pedagogical views on the general rules of education, 
prevention and correction of deviant behavior, it is 
necessary to form the deontological readiness of 
future teachers to work with children with deviant 
behavior. 


ANALYSIS AND RESULTS 

An analysis of the concept of pedagogical deontology 
has made it possible to reveal its configuration with 
philosophical categories such as morality, ethics, and 
duty. At the same time, among them, the main focus 
is on the concept of professional duty, which is 
interpreted by the teacher as a system of ethical 
requirements that determines the _ effective 
performance of professional activities. The ethical 
aspects of this phenomenon define common points of 
contact with the concepts of morality and ethics. Each 
of the above concepts is a topic studied in separate 
scientific fields 


In terms of professional training, this problem 
requires the formation of deontological readiness of 
future teachers to work with children with deviant 
behavior. 


The tasks of pedagogical deontology are not only to 
reveal the meaning of the teacher's professional duty, 
responsibility for the results of professional activity, 
to define the system of norms and requirements for 
teachers in the process of relations with students, their 
parents, colleagues. 


The teacher's behavior is based on the culture of 
professional thinking, the ability to organize their 
work on a scientific basis, the ability to communicate, 


critically evaluate and improve professional 
experience, analyze their capabilities, make the right 
decisions, create a comfortable psychological 
environment in the team, etc. The peculiarity of 
professional behavior is determined not only by the 
fact that the teacher has problems such as raising the 
prestige of his profession, the organization and 
conduct of various experiments, professional training. 


The adolescent tries to evaluate his or her own actions 
by comparing himself or herself to his or her peers 
and their actions. For these and many other reasons, it 
is natural for a teenager to free himself or herself 
from the care and supervision of relatives, teachers, 
and other caregivers. Often this desire leads to a 
denial of the spiritual values and living standards of 
the older generation. 


We note that deviant behaviors are of a complex 
nature because they are the most complex and the 
various factors that interact: the manifestation of 
‘anomie’, 1.e.. inconsistency between the goals set by 
society and the means offered to achieve them; the 
existence of social inequality in society; violation of 
age-appropriate social norms and rules of conduct 
specific to micro-social relations; a _ peculiar 
combination of character traits, and so on. 


CONCLUSIONS AND SUGGESTIONS 

The study of scientific psychological and pedagogical 
literature on the effectiveness of professional training 
of future teachers to work with children with deviant 
behavior allowed to reveal the essence of 
deontological training of future teachers to work with 
children with deviant behavior and highlight its 


motivational, meaningful and __ technological 
components; 
to reveal the essence and _ structure of the 


deontological preparation of future teachers to work 
with children with deviant behavior, to determine the 
criteria and indicators, as well as to describe the level 
of formation of the necessary training; 


determining the level of formation of targeted training 
in the development of the necessary diagnostic 
techniques can be objective, which implies the study 
of all components of the personality of future teachers 
who are deontologically ready to work with children 
with deviant behavior; 


the methodology we have developed allows us to 
determine the initial state of the required preparation, 
the analysis of which, in addition to identifying the 
theoretical foundations of the problem under study, 
allows us to substantiate and systematize the 
pedagogical conditions. deontological readiness of 
future teachers to work with children with deviant 
behavior; 





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the reliability of the developed pedagogical 
conditions is estimated by selecting interrelated 
methodological approaches and general pedagogical 
principles that will help future teachers to consistently 
organize theoretical, practical and psychological 
training to work with children with deviant behavior; 


The introduction of these pedagogical conditions 
allows to confirm that the desired level of readiness is 
closely related to the level of formation of 
motivational, meaningful and __ technological 
components of teachers who are deontologically 
ready to work with children with deviant behavior. 


The results of the experiment showed that the most 
favorable conditions for the formation of 
deontological readiness of future teachers to work 
with children with deviant behavior were created 
during the study of a special course "Deontological 
basis of working with children with deviant 
behavior." 


The results of the study confirm our hypothesis about 
the need to shape the deontological readiness of 
future teachers to work with children with deviant 
behavior. Based on the data obtained, we developed 
the following recommendations: 


in theoretical courses on psychological and 
pedagogical sciences it is expedient to make additions 
on bases of pedagogical deontology, deviant 
behavioral features, psychological and pedagogical 
preconditions of deviation and its diagnosis; 


Introduce into the professional training process a 
special seminar "Fundamentals of shaping the 
deontological readiness of future teachers to work 
with children with deviant behavior" (for university 
teachers) and a special course "Deontological basis of 
working with children with deviant behavior." for 
students; 


conducting scientific-methodological seminars and 
conferences on the formation of deontological 
readiness of teachers to work with children with 
deviant behavior, as well as the problems of 
deviation; 


to apply in practice the organization of scientific 
research of future teachers on the problems of 
prevention and correction of suffocation. 


The research does not seem to be a complete solution 
to all aspects of the problem under consideration, its 
further theoretical and practical development can be 
continued by considering issues related to preschool, 
primary school, student age and other aspects. 
deontological training of future specialists in the 
"person-to-person" system. 


List of used literature: 
[1] Karaxanova, G. A. Formation of 
deontologicheskoy kultursi uchitelya v sisteme 


neprerbivnogo professionalalnogo 
obrazovaniya. Author's abstract diss .. . na 
soiskanie uchenoy stepeni doktora 


pedagogicheskix nauk. M., 2007. 


[2] Kuzmina, N. V. Professionalism 
pedagogicheskoy deyatelnosti. [Text] / 
Kuzmina N. V., Rean A. A. - SPb., 1993. 


[3] Kenjabaev AE, Kenjaboeva DA, Pedagogical 
deontologyl and teacher professional 
competence. Modern Education / 2021, 4 (101). 


[4] Levitan, K. M. Pedagogicheskaya deontologiya 
[Text] / K. M. Levitan. - Ekaterinburg, Izd-vo: 
«Delovaya kniga», 1999. - 192p. 


[5] Alex More. Teaching and learning. Pedagogy. 
Curriculum and culture. 2004, 146 pages 


[6] Elkonin B. D. "Understanding the competence 
of the position of developmental training". 
Moscow. 2002. 


[7] Oreshkina M. E.. Deontology in professional 
speech therapy. Abstract diss. na soiskanie 
uchenoy stepeni kand. ped. science. M., 2007. 


[8] Ryskeldieva L. T. Deontologiya v_ istorii 
filosofii [Text] / L. T. Rys - came. - 
Simferopol: Tavriya, 2004. - 384 p. 





@IJTSRD | Unique Paper ID —- IJTSRD47738 | Volume-—5 | Issue—6 | Sep-Oct 2021 


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