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ENHANCING THE PROFESSIONAL COMPETENCE OF
FOREIGN LANGUAGE TEACHERS: OBSTACLES,
CHALLENGES AND SOLUTIONS
L.T. Akhmedo a
Doc o o Pedagogical Sciences, P o esso , Uzbekis an S a e Wo ld Languages Uni e si y,
Tashken
h ps://doi.o g/10.5281/zenodo.17290762
Abs ac . The a icle examines key obs acles and challenges encoun e ed in he p ocess o
enhancing he p o essional compe ence o o eign language eache s, wi h a pa icula ocus on
no ice educa o s. Using he example o a p ac ical aining session conduc ed as pa o
p o essional de elopmen cou ses a he Uzbek S a e Wo ld Languages Uni e si y, he s udy
examines key issues such as inadequa e me hodological aining, low s uden mo i a ion,
disciplina y iola ions, s uden s’ emo ional eac ions, and nega i e a i udes owa d eache s. The
a icle also p o ides ecommenda ions o engaging s uden s’ a en ion, including a ying
in ona ion, using isualiza ion, in e es ing ac s, and ac i e eaching me hods. Special emphasis
is placed on analyzing pedagogical case s udies, which help iden i y common mis akes made by
young eache s and p opose solu ions o o e come hem. Based on si ua ional case s udies,
ca ego ies o challenges a e iden i ied, and eache s’ esponses a e e alua ed wi h conside a ion
o p o essionalism, emo ional con ol, and pedagogical e hics. The a icle o e s p ac ical
solu ions o imp o e he e ec i eness o eache s’ p o essional de elopmen and enhance hei
in e ac ion wi h s uden s.
Keywo ds: o eign languages, eache , p o essional compe ence, pedagogical challenges,
app oaches, me hods, echniques, si ua ions, case s udies, p o essional de elopmen .
INTRODUCTION. The mode n wo ld demands ha o eign language eache s no only
possess deep language p o iciency bu also con inuously enhance hei p o essional compe encies.
Despi e i s impo ance, his p ocess is augh wi h nume ous obs acles ha can hinde eache s’
p o essional g ow h. This issue is explo ed h ough a p ac ical aining session wi h o eign
language eache s unde going p o essional de elopmen a he Uzbek S a e Wo ld Languages
Uni e si y. Due o he a icle’s scope limi a ions, no all challenges in enhancing p o essional
compe encies can be add essed. The e o e, his s udy ocuses on key di icul ies aced by eache s,
pa icula ly no ice educa o s, and p oposes solu ions o ensu e e ec i e de elopmen o hei
p o essional skills. Addi ionally, i analyzes pedagogical case s udies based on p ac ical ma e ial.
One o he p ima y challenges, in ou iew, is he lack o me hodological aining. Many eache s
a e insu icien ly amilia wi h mode n app oaches, echnologies, me hods, echniques, and
s a egies o eaching o eign languages, leading o he use o adi ional me hodologies ha
educe eaching e ec i eness and p o essional compe i i eness. Ano he signi ican challenge
includes low s uden mo i a ion, disciplina y issues, dis up i e beha io , s uden s’ emo ional
eac ions du ing classes, nega i e a i udes owa d eache s o colleagues, and o he ela ed issues.
MAIN PART. Du ing a p ac ical aining session dedica ed o he obs acles and challenges
in enhancing he p o essional compe ence o o eign language eache s, we analyzed issues such
as ba ie s encoun e ed in eaching, solu ions o hese ba ie s, common mis akes made by no ice
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eache s, and ways o add ess hem, as well as he le el o compe ence and c ea i i y equi ed o
o e come challenges in pedagogical p ac ice. A se ies o si ua ional case s udies we e also
add essed. The session began wi h an analysis o quo es om enowned schola s and w i e s:
• “A good eache is no one who eaches well, bu one who con inues o lea n” ( olk
wisdom).
• “A eache a ec s e e ni y; you can ne e ell whe e hei in luence s ops” (Hen y
B ooks Adams, Ame ican w i e and his o ian, 1838–1918) [1].
• “Knowing how o make supposi ions is he g ea a o a eache ” (Hen i-F édé ic
Amiel, Swiss w i e , poe , and essayis , 1821–1881) [3].
Nex , we analyzed he obs acles and challenges in enhancing he p o essional compe ence
o o eign language eache s, wi h each pa icipan sha ing hei s a egies o o e coming hem.
The ollowing s age in ol ed iden i ying me hods o cap u e s uden s’ a en ion, such as
appea ance, speech, in ona ion, and momen s o silence. The ollowing ecommenda ions we e
p oposed o eache s:
Va y in ona ion du ing he lesson. Changing in ona ion o speech empo, aising o
lowe ing he oice, signals o s uden s he need o ocus and emphasizes key ma e ial.
Visualize. P epa e a d ama ic image ela ed o he lesson opic. You may no need o
commen —le he s uden ini ia e he dialogue.
S a he lesson wi h an in e es ing ac o quo e.
Begin wi h a es . In o m s uden s ha you wan o assess hei exis ing knowledge on he
opic; such a es spa ks a desi e o lea n. Conduc a ollow-up es a he end o he lesson and
compa e ini ial and inal esul s o demons a e p og ess and he impo ance o a en i eness.
Techniques o cap u ing a en ion. Add essing he audience. S a a p esen a ion wi h an
add ess such as “Dea iends,” “Ladies and gen lemen,” o “Es eemed colleagues.” Main ain eye
con ac and use app op ia e humo .
How o engage he audience du ing a p esen a ion? Ask ques ions, ci e au ho i a i e
sou ces, ailo each p esen a ion o he con ex , use ocal echniques, and p o ide eal-li e
examples.
How o ene gize he audience? Use a joke, a unny s o y, o an in e ac i e game. I is
ecommended o begin a p esen a ion wi h he mos c i ical poin s.
Subsequen ly, g oup wo k was conduc ed, in ol ing he comple ion o case s udies and he
p esen a ion o each g oup’s esul s. Teache s we e p esen ed wi h si ua ional case s udies:
Case S udy 1. A i s -yea s uden pe o ms poo ly, does no engage in class, and esponds
o calls o s udy o lis en by saying, “I don’ need his p o ession. I’ll en oll in a uni e si y o
become a lawye a e his; my uncle has connec ions.” How should he eache espond, and why?
Case S udy 2. Exhaus ed by cons an noise, he eache asks s uden s, “Why do you come
o he ins i u e? Isn’ i o lea n a p o ession?” The s uden s eply in unison, “We come o socialize
wi h iends!” How should he eache espond, and why?
Case S udy 3. I ’s he i s lesson o he second yea . One s uden is lying on he desk, hal -
asleep. The eache asks, “Wha ’s w ong wi h you? Wha ime did you go o bed?” The s uden
eplies, “I wen o bed la e—3 o 4 a.m., I don’ emembe .” The eache asks, “Wha we e you
doing?” The s uden esponds, “Playing online games.” How should he eache espond, and why?
Case S udy 4. The eache says, “Open you no ebooks, s a w i ing…” No icing one
s uden isn’ w i ing, he eache asks, “Why a en’ you w i ing?” The s uden eplies, “Why should
I w i e? I’d a he lis en ca e ully and memo ize.” How should he eache espond, and why?
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Case S udy 5. A emale s uden , lea ning ha he iend si ing nex o he sco ed one poin
highe on a es , conside s he g ade un ai . Ou o esen men owa d he eache , she owns,
c osses he a ms, pushes away he no ebook and ex book, pu s down he pen, and has ea s in he
eyes. When asked, “Wha ’s w ong? Why a en’ you wo king?” she emains silen and does
no hing. How should he eache espond, and why?
Case S udy 6. A he s a o he lesson, he eache dis ibu es g aded assignmen s and
sugges s wo king on co ec ions. One s uden no ices an unchecked mis ake and loudly announces
i o he class. How should he eache espond, and why?
Case S udy 7. While w i ing on he boa d o p esen ing, he eache makes a mis ake. A
s uden poin s i ou publicly, no iced by he en i e class. How should he eache espond, and
why?
Case S udy 8. In he eache ’s p esence, a s uden nega i ely commen s on a colleague o
ano he eache . How should he eache espond, and why?
Case S udy 9. While eaching a new opic, one o he eache ’s ph ases igge s
inapp op ia e laugh e among s uden s. How should he eache espond, and why?
Case S udy 10. Du ing a lesson, a s uden asks a ques ion abou he opic, bu he eache
doesn’ know he answe . How should he eache espond, and why?
Case S udy 11. Du ing he lesson, a no e is passed om he back ow. S uden s ead i
silen ly, look a he ceiling, giggle, and pass i on wi hou hiding i om he eache . The eache
akes he no e, eads “Look a he ceiling,” looks up, and he class bu s s in o laugh e . How should
he eache espond, and why?
Case S udy 12. A young eache asks a dis up i e s uden , “Why a en’ you lis ening o
me?” The s uden loudly esponds, “Because I don’ like you.” How should he eache espond,
and why? [3].
Solu ions o he Challenges in he Case S udies:
Case S udy 1: S uden claims he p o ession is unnecessa y, planning o become a lawye .
Solu ion: The eache can calmly explain ha cu en s udies de elop uni e sal skills, such as
discipline and c i ical hinking, which a e aluable in any p o ession, including law. An indi idual
con e sa ion can be o e ed o discuss he s uden ’s goals and demons a e he subjec ’s ele ance
o hei u u e plans. This esponse espec s he s uden ’s choice, a oids con lic , and mo i a es by
highligh ing he p ac ical alue o educa ion.
Case S udy 2: S uden s say hey come o socialize. Solu ion: The eache can acknowledge
he impo ance o socializing bu emphasize ha class ime is o lea ning, wi h socializing be e
sui ed o b eaks. In e ac i e me hods, such as g oup asks, can combine hei in e es in socializing
wi h academic ac i i ies. This edi ec s s uden s’ ene gy cons uc i ely, main ains discipline, and
sus ains engagemen .
Case S udy 3: S uden is sleepy due o la e-nigh gaming. Solu ion: The eache can gen ly
emind he s uden o he impo ance o a p ope sleep schedule o academic success and heal h,
encou aging pa icipa ion wi h a simple ques ion. A la e discussion on ime managemen can
ollow. This gen le app oach espec s he s uden , a oids public shaming, and add esses he issue.
Case S udy 4: S uden e uses o w i e, p e e ing o lis en. Solu ion: The eache can
explain ha no e- aking helps s uc u e and e ain in o ma ion bu allow he s uden o y hei
me hod i i doesn’ dis up o he s. An al e na i e, such as b ie digi al no es, can be sugges ed.
This demons a es lexibili y and espec o indi idual lea ning s yles while emphasizing ac i e
engagemen .
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Case S udy 5: S uden is upse o e a lowe g ade. Solu ion: The eache can app oach he
s uden a e class o a p i a e con e sa ion o unde s and he eac ion, explain g ading c i e ia,
and o e help o imp o e (e.g., an ex a assignmen ). This indi idual app oach educes emo ional
ension, ebuilds us , and mo i a es u he e o .
Case S udy 6: S uden publicly poin s ou he eache ’s g ading mis ake. Solu ion: The
eache hanks he s uden o hei a en i eness, co ec s he mis ake, and uses he si ua ion o
highligh he impo ance o ho oughness. Fo example: “Thank you o no icing; i eminds us o
be diligen .” This p ese es he eache ’s au ho i y, shows openness o eedback, and u ns he
mis ake in o a lea ning oppo uni y.
Case S udy 7: S uden poin s ou a mis ake on he boa d. Solu ion: The eache hanks he
s uden , co ec s he mis ake, and emphasizes ha s uden a en i eness imp o es he lesson. Fo
example: “G ea ca ch, hank you—le ’s ix i .” This demons a es p o essionalism, collabo a ion,
and s eng hens class oom us .
Case S udy 8: S uden c i icizes a colleague. Solu ion: The eache can s a e ha such
commen s a e inapp op ia e and edi ec ocus o he lesson. Fo example: “Le ’s espec all
eache s and ocus on ou opic.” I epea ed, he issue can be discussed wi h a g oup ad iso . This
upholds p o essional e hics, p e en s con lic , and main ains a espec ul a mosphe e.
Case S udy 9: Teache ’s ph ase causes laugh e . Solu ion: The eache can smile calmly,
acknowledge he humo (e.g., “Looks like I said some hing unny!”), and edi ec a en ion o he
lesson wi h a ask. This di uses he si ua ion, main ains con ol, and a oids awkwa dness.
Case S udy 10: Teache doesn’ know he answe o a ques ion. Solu ion: The eache can
hones ly say, “Tha ’s an in e es ing ques ion; I’ll look i up and add ess i nex class.” Then, hey
esea ch and p o ide he answe la e . Hones y builds us , and ollowing h ough demons a es
esponsibili y and p o essionalism.
Case S udy 11: S uden s laugh o e a p ank no e. Solu ion: The eache can smile and say,
“Nice joke, bu le ’s ge back o he lesson o make he mos o ou ime.” A pos -lesson discussion
on espec ul beha io can ollow. This ligh esponse main ains a posi i e a mosphe e while
ein o cing discipline.
Case S udy 12: S uden says hey don’ like he eache . Solu ion: The eache can calmly
espond, “I’m so y you eel ha way, bu le ’s ocus on lea ning. I’m he e o help wi h any
ques ions.” A p i a e con e sa ion can be o e ed la e o unde s and he issue. This calm esponse
p ese es p o essionalism, a oids escala ion, and shows openness o dialogue.
A e add essing he si ua ional case s udies, eache s collec i ely iden i ied he ypes o
challenges hey ace in eaching and analyzed hei possible esponses and easons. Challenges
we e ca ego ized, and eache s’ eac ions we e e alua ed based on p o essionalism, emo ional
con ol, and pedagogical e hics.
A he e lec ion s age, he poem “Do No Da e Fo ge he Teache s” by And ei Demen e
was p esen ed, highligh ing he eache ’s i al ole in s uden s’ li es, hei ca e, and hei
con ibu ion o s uden success.
Lis ening o he poem helps s uden s ecognize he alue o eache s’ e o s and he need
o show espec and g a i ude.
The ex e okes an emo ional esponse, ocusing on eache s’ eelings as hey awai news
om s uden s and ejoice in hei achie emen s, os e ing empa hy and e lec ion on human
ela ionships. The poem also encou ages g a i ude and espec o eache s, cul i a ing quali ies
like esponsibili y and app ecia ion.
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Types o Teache s’ Challenges
Challenge Type
Case S udy
Examples
Desc ip ion
Cause
Low s uden
mo i a ion
Case S udies
1, 2, 3, 4
S uden s show disin e es in
he subjec o p o ession,
p io i izing socializing,
gaming, o al e na i e ca ee
plans. This educes lesson
e ec i eness and equi es
engagemen s a egies.
S uden s may no
see he subjec ’s
alue, ha e o he
goals, o lack
in insic
mo i a ion.
Disciplina y issues
and dis up i e
beha io
Case S udies
2, 9, 11, 12
Noise, giggling, passing no es,
p o oca i e commen s, o
de iance dis up he lea ning
p ocess, equi ing g oup
managemen and discipline.
S uden s may be
bo ed, seeking
a en ion, o es ing
bounda ies.
S uden s’ emo ional
eac ions
Case S udies
5, 12
S uden s display esen men ,
dissa is ac ion, o pe sonal
dislike due o g ades,
compa isons, o a i udes
owa d he eache , c ea ing
class oom ension.
Emo ional
imma u i y,
pe cei ed un ai
g ading, o
pe sonal con lic s.
Teache ’s mis akes
and s uden s’
eac ions
Case S udies
6, 7, 10
Teache s may e in g ading,
boa d wo k, o answe ing
ques ions. Publicly poin ed ou
by s uden s, his pu s he
eache in a ulne able
posi ion.
Human e o ,
s uden p essu e, o
inadequa e
p epa a ion.
Nega i e a i udes
owa d eache s o
colleagues
Case S udies
8, 12
S uden s openly c i icize he
eache o colleagues,
po en ially unde mining
au ho i y and c ea ing con lic .
Pe sonal dislike,
a en ion-seeking,
o lack o espec
o au ho i y.
In he con ex o ou p o essional de elopmen session a he Uzbek S a e Wo ld Languages
Uni e si y, he poem se ed as a s a ing poin o discussing eache s’ p o essional challenges,
such as lack o s uden eedback o indi e ence, and explo ing solu ions.
Do no da e o ge he eache s.
They wo y abou us and emembe .
In he quie o hei hough ul ooms,
They awai ou e u n and news.
They miss hese in equen mee ings.
And no ma e how many yea s pass by,
The eache ’s happiness comes o be
F om ou s uden s’ ic o ies.
Ye we a e some imes so indi e en o hem:
No New Yea ’s g ee ings sen hei way.
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In ou has e o simply ou o laziness,
We don’ w i e, don’ isi , don’ call.
They wai o us. They wa ch o e us,
Rejoicing e e y ime o hose
Who somewhe e pass ano he es
O cou age, hones y, and success.
Do no da e o ge he eache s.
Le you li e be wo hy o hei e o s [4].
CONCLUSION. The analysis o he ou lined p oblem leads o he conclusion ha he
challenges aced by eache s include low s uden mo i a ion, disciplina y issues, emo ional
eac ions, eache e o s, and nega i e a i udes owa d eache s o colleagues. Teache s’ esponses
should be p o essional, lexible, and ocused on main aining a espec ul a mosphe e and e ec i e
lea ning en i onmen . Key quali ies in such si ua ions include emo ional con ol, he abili y o
connec wi h s uden s, and he capaci y o u n challenges in o oppo uni ies o lea ning and
s eng hening au ho i y.
REFERENCES
1. Adams, Hen y. (2002). The Educa ion o Hen y Adams. In: Ba le , John. Ba le ’s Familia
Quo a ions. 17 h ed. Bos on: Li le, B own and Company.
2. Akhmedo a, L. T., Lagay, E. A. (2016). Mode n Technologies in Teaching Russian Language
and Li e a u e. Tashken .
3. Amiel, Hen i-F édé ic. In: The Quo able Teache (2003). Edi ed by Randy Howe. Guil o d,
CT: Lyons P ess.
4. Demen e , A. D. (2006). Poems. Moscow.
