Considering Psychological And Pedagogical Characteristics Of Young Learners In Improving Professional Competence Of Primary School English Teachers
Svetlana Sergeevna Khan , M.Ed, Exeter University, UK National Innovation Centre At Uzbekistan State World Languages University, Uzbekistan Head Of Quality Improvement And Material Design Department, UzbekistanAbstract
The article looks into the importance of taking into account psychological, pedagogical and age
characteristics of children of primary school age was caused by the world phenomena of introducing
English at younger ages. One of the main aspects of creating necessary conditions for ensuring the
effectiveness of the in-service teacher training courses is considering the level of language and
methodological training of English teachers and bringing the goals, objectives and content of the inservice courses in line with the goals and objectives of the education. Teachers who teach English in
primary schools, along with general pedagogy, theory and methods of teaching English, need to
know the specifics of working with children of primary school age, including psychological and age
characteristics.
The process of teaching English has changed over the past decades, affecting both teachers and
students. This influence is especially noticeable when children start learning a foreign language at
the primary school level, where not only the basics of a foreign language are laid, but also the
foundation of the child's educational system. The role of the teacher in the process of teaching
primary school children is very important, as it should cover many aspects, including: designing
children's activities in the classroom that maximize their use of English; selecting language tasks that
will ensure linguistic progress; maintaining motivation and a positive attitude of learners to learning
a foreign language.
Keywords
psychological,, pedagogical and age characteristics of children of primary school age
References
Allen, J. M. (2009). Valuing practice over
theory: How beginning teachers re-orient
their practice in the transition from the
university to the workplace. Teaching and
teacher education, 25(5), 647-654.
http://dx.doi.org/10.1016/j.tate.2008.11.011
Brewster, J., Ellis, G. & Girard, D. (2004).
The Primary English Teacher’s Guide.
London: Penguin
Cochran-Smith, M. (2005). Studying
teacher education: what we know and
need to know. Journal of Teacher
Education, 56, 301–307
http://dx.doi.org/10.1177/002248710528011
Ellis, G. (1991). Second language
acquisition and language pedagogy.
Clevedon, UK: Multilingual Matters
Harmer, J. 2007. The Practice of English
Language Teaching. Pearson Education
Ltd.
Prodromou, L. 1991. The Good Language
Teacher. English Teaching Forum
Sandlin, R. A., Young, B. L., & Karge, B. D.
(1992). Regularly and alternatively
credentialed beginning teachers:
Comparison and contrast of their
development. Action in Teacher
Education, 14(4), 16–23.
http://dx.doi.org/10.1080/01626620.1993.1
Shulman, L. S. (1986). Those who
understand: Knowledge growth in
teaching. Educational Researcher, 15, 1-14
Article Statistics
Copyright License
Copyright (c) 2020 The American Journal of Social Science and Education Innovations

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.