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"MECHANISMS FOR ENHANCING THE PROFESSIONAL-METHODOLOGICAL
COMPETENCE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS"
Khadicha Mukhammadiyeva Karomatovna
Associate Professor (PhD), Department of Primary Education Pedagogy
Faculty of Primary Education
Nizami Tashkent State Pedagogical University, Republic of Uzbekistan
Email:
Shaydullaeva Sarvinoz Uktam Kizi
Basic doctoral student of Tashkent State Pedagogical University
Email: sarvinozshaydullayeva99@gmail.com
Abstract:
An innovation- and creativity-based education system serves as an effective means of
fostering societal development.
Assessing the impact of factors that contribute to the development of creativity in prospective
primary school teachers, improving the methodological system for organizing creativity-oriented
educational activities, and designing pedagogical technologies grounded in creativity have
become pressing issues.
Keywords:
creative, creativity, professional creative competence, innovative approach, quality
of education, creative thinking, creation, implementation of innovations, art, artistry, outcome of
creative ability, constructive original thinking, principles of creativity development.
In the global context, creative technologies aimed at developing the professional-methodological
competence of prospective primary school teachers in literacy instruction have been integrated
into the educational process.
Systematic work is being carried out on implementing innovative directions for training
competitive specialists based on a competency-based approach, applying diverse forms of
teaching, and introducing mechanisms for developing the professional pedagogical preparation
of future primary school teachers into practice.
In higher education institutions worldwide, scientific research is being conducted to ensure the
quality of professional-methodological training of primary school teachers, to model and design
the educational process, to improve professional training, and to develop professional qualities
and competencies. In this regard, attention is being paid to teaching the mother tongue and
providing vocational preparation for prospective primary school teachers in accordance with
international qualification standards, elevating the quality of education to an international level,
diagnosing the level of literacy skills development, introducing modular education, enhancing
social communication skills, and identifying the professionalism of primary school teachers.
In our country, the legal and regulatory framework has been created for developing the
professional-methodological competence of prospective primary school teachers, organizing the
educational process in primary schools through the use of information technologies, and training
competitive
specialists
by
developing
professional
competencies.
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The task of "further improving the system of continuous education, expanding the availability of
quality educational services, and continuing the policy of training highly qualified personnel in
accordance with the modern needs of the labor market" has been identified as a key priority.
As a result, the pedagogical possibilities for improving the professional-pedagogical activities of
future primary school teachers based on a competency-based approach and modern pedagogical
technologies have expanded.
At present, significant changes have occurred in primary education. In the 17th century, there
were insufficient educational institutions in Europe, and the level of education was low. In 1642,
the “Gotha School Regulations,” which became the basis for the curricula of primary schools in
Germany, were developed.
According to these regulations, education was structured into lower, middle, and upper levels.
The first two focused on teaching catechism (a brief statement of the Christian faith in question-
and-answer form), the mother tongue, arithmetic, and church hymns; in the upper level, customs
studies, natural history, and local geography were added.
Children were admitted to lower classes from the age of five and studied until they passed their
examinations, but not beyond the age of fourteen. However, there was a shortage of professional
teachers in schools. Only at the end of the 17th century in France was the training of teachers
organized at the Saint Charles Seminary, which was intended to produce no more than 20–30
teachers annually.
John Amos Comenius regarded the school as a place where "youth are nurtured in the virtues of
kindness." Negligence toward teaching and disregard for educational duties were strictly
punished. For each class, Comenius sought to design tailored instruction. He enriched teacher
preparation with methodological guides, such as his book
The Visible World in Pictures
, which
corresponded to the primary principle of teaching in primary school—the principle of visual
instruction.
Comenius’s insistence on conducting lessons in the mother tongue was also of fundamental
importance for that era. The specific nature of a prospective primary school teacher’s activity
requires close attention to the concepts of “learning activity” and “education.”
Education is expressed in and based upon “active gnostic (cognitive) activity” with the aim of
“acquiring specific knowledge, skills, competences, behavioral patterns, and types of activities.”
In a narrow sense, teaching and learning activities are interpreted as the leading type of activity
characteristic of early school age. The control and assessment methods employed by the teacher
serve not only as means of encouraging the learner’s academic performance, but also as factors
in educating, instructing, and developing the individual. The teacher thus plays a dual role—not
merely as a transmitter of knowledge, but also as an educator and mentor who embodies the
culture and experience of past generations for the learner.
As a result, learning activities become not only acts of instruction, but a full-fledged pedagogical
endeavor with formative, educational, and developmental dimensions that shape the learner’s
personality. An analysis of the fundamental definitions of this field in both traditional and
modern pedagogy leads us to key concepts such as “pedagogical activity,” “pedagogical
process,” “teaching,” “instruction,” and “education.”
For example, V.A. Slastenin defines pedagogical activity as “a specific type of social activity
aimed at transmitting the accumulated culture and experience of humankind from the older to the
younger generation, facilitating their personal development and preparing them to fulfill specific
social roles in society.” When carried out by specially trained individuals and institutions, such
activity is referred to as professional; otherwise, it is termed general-pedagogical.
The aim of pedagogical activity is to nurture a fully developed personality. This aim is a
historical and dynamic phenomenon. The functional unit of pedagogical activity is the
pedagogical act. According to the researcher, the main types of pedagogical activity are
educational work and teaching.
Educational work is directed toward organizing the educational environment and managing the
various types of activities of learners. Teaching is primarily aimed at managing learners’
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cognitive activity. Slastenin describes teaching as “a specific cognitive process managed by the
teacher” and views it as a method of organizing the pedagogical process.
Thus, genuine teaching is, in most cases, a form of professional pedagogical activity that requires
skills no less important than those used in educational work. Within the professional-
methodological preparation of a prospective teacher, educational skills are considered primary,
while instructional skills are closely integrated with them. Teaching mastery, therefore, is the
unity of instructional and educational skills.
It follows that the essential functions of teaching (educational, formative, and developmental)
and the content of the teacher’s activity consist in guiding learners’ active and conscious
cognitive activity. Organizing the pedagogical activity of prospective primary school teachers
serves to increase their responsibility toward professional self-development, ultimately leading to
the preparation of highly qualified personnel and the enhancement of professional capacity.
I.A. Zimnyaya sees the essence of pedagogical activity in the integration of education and
instruction, as well as in the teacher’s effectively coordinated interaction with the learner:
“Pedagogical activity represents the teacher’s educational and instructional influence on the
learner, aimed at their personal, intellectual, and activity-related development, serving as the
foundation for self-development and self-improvement.”
The tools of pedagogical activity serve to provide learners with scientific and practical
knowledge. Didactic methods constitute the means of transmitting socio-cultural experience. The
product of pedagogical activity is the individual experience formed in the learner, while its
outcome is the learner’s personal development.
Addressing the structure of pedagogical activity—separating the independent yet interrelated
components of the teacher’s work—yields a detailed description. In modern pedagogy, the
pedagogical process is understood as a system of interrelated components:
the goal of activity;
the teacher;
the learners;
the content of activity;
the means and methods of activity;
the outcome of activity.
Within this system, the teacher performs numerous types of activities, referred to in professional
terminology as pedagogical functions. While the role of a child’s first teacher was once narrowly
understood as teaching the basics of subject knowledge and simple learning skills, today these
responsibilities have expanded to match those of secondary school teachers.
The primary pedagogical task is to manage the teaching-educational process, which can be
divided into three stages: the preparatory stage, the implementation stage, and the final stage.
The preparatory stage involves setting goals, diagnosing, forecasting, designing, and planning.
During implementation, the teacher carries out informational, organizational, evaluative, control,
and corrective functions. In the final stage, analytical tasks are performed.
Different scholarly approaches distinguish various structural components. A.K. Markova
identifies three links: motivational-orienting, executive, and control-evaluative. Similarly, A.K.
Dusavitsky distinguishes three main components: (1) designing the self-developing “teacher–
child” pedagogical system; (2) directly managing the learners’ development processes in the
classroom; and (3) analyzing the concrete outcomes of the learning process, comparing them
with the program, and making necessary adjustments.
O.A. Abdullina, in her work, develops the functional approach by specifying the content and
types of pedagogical skills in alignment with the distinct forms of teacher–educator work. She
identifies the following pedagogical functions:
organizing the learning process and managing learners’ cognitive activity;
conducting extracurricular educational work with learners and guiding their self-education;
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conducting socio-political educational work among the population and promoting pedagogical
knowledge;
studying and disseminating advanced pedagogical experience, analyzing and generalizing both
collective and personal pedagogical practice;
engaging in self-education.
If the third function—linked to the specific historical conditions of national schooling and
pedagogy—is excluded, the result is a complete and coherent structure, though not the only
possible one.
I.P. Podlasy defines pedagogical function as “the direction in which a teacher applies
professional knowledge and skills.” Given that pedagogical work involves teaching, educating,
and instructing learners, he argues that “the teacher’s primary task is to teach, educate, and
develop learners, and to manage these developmental processes.” He sees the essence of
pedagogical work as managing all the processes involved in human development.
The teacher’s work can be described as pedagogical management. If pedagogical management is
the teacher’s main function, it can be expressed in other, more specific functions: goal-setting,
diagnostic, prognostic, designing, planning, informational, organizational, evaluative-control,
and analytical. All of these are aimed at implementing a “pedagogical project,” understood as
any purposeful pedagogical action. The implementation of each function leads to specific results:
in the preparatory stage—goal, diagnosis, forecast, design, and plan; in the implementation
stage—information, organization, evaluation, control, and adjustment; in the final stage—the
completed result.
The variety of functions a teacher performs, as researchers note, reflects the presence in their
professional work of many other professions: manager, director, actor, scientist, analyst, and
more.
I.F. Kharlamov lists eight types of pedagogical activity within the educational process:
a) diagnostic;
b) prognostic-orienting;
c) constructive-designing;
d) organizational;
e) informational-explanatory;
f) communicative-motivational;
g) analytical-evaluative;
h) scientific-theoretical.
When the content of pedagogical activity changes, the teacher may take on new roles—such as
becoming a class mentor—while the content of their functions is likewise updated.
They consist of five functions:
a) cognitive-diagnostic;
b) organizational-motivational;
c) general-integrative;
d) coordinating;
e) personal-developmental.
The shift of focus from learning and cognitive activity to educational (formative) activity is, as is
well known, reflected in the functional requirements for teachers.
The main distinctive features of a professional function are as follows:
Relative autonomy — each professional function ensures the solution of a specific task within
pedagogical activity and is defined by an independent system of certain principles;
Direct interconnection with other professional functions within the pedagogical process — no
function can be excluded from the entire pedagogical process without reason;
Possibility of organizational delegation — under certain conditions, the performance of a given
professional function may be assigned to a specific staff member; however, their work cannot be
carried out in isolation from the activities of other staff members performing different tasks.
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An analysis of psychological and pedagogical literature shows that the functional model of
pedagogical activity consists of three components:
Gnostic and cultural-informational component — related to the worldview, methodological, and
axiological aspects of teaching, upbringing, and education;
Organizational-practical component — subordinated to the logic of communicative interaction
between the teacher and learners;
Auxiliary component — ensuring the initiation, course, and completion of pedagogical
interactions.
The nature and structure of activity are determined by the characteristics of the object with which
a skilled teacher works.
Since voluntary labor is considered from the standpoint of both the subject and the object, the
object of labor — regardless of normative, subjective intentions, or assessments — defines the
structure of the teacher’s professional activity.
The objective composition of professional activity includes the following elements: the subject
of labor (what the person works with), professional tasks, actions and operations, tools,
conditions, and the results of work.
.The operations and functions characteristic of a teacher’s work are referred to as the object of
labor. However, the indicators of the object of pedagogical activity inevitably undergo certain
changes in accordance with transformations in socio-economic conditions.
For example, the emergence of innovative schools has led to the transformation of
methodological work into scientific-methodological activity, the generalization and
comprehension of the new object of mass pedagogical practice, and the development of
innovative pedagogical experience that requires systematic scientific study.
The development of schools’ social partnerships has resulted in the inclusion of various
organizations and institutions as new objects of pedagogical activity. Interaction with these
social partners has become one of the new functions of pedagogical work.
It is necessary to distinguish between the objective aspect of labor—psychological characteristics
required for its effective performance—and the subjective aspect, expressed by the subject of
labor. These characteristics include personal orientation, motives and goals for engaging in a
given professional activity, the need for creativity, the degree of professional inclination, job
satisfaction, professional self-awareness, professional abilities, type of professional thinking, and
others.
In this context, it is important to examine how the subjective-psychological requirements for a
teacher’s activity—particularly that of a primary school teacher—have changed in the current
stage of societal development.
Over the past decades, the transformation of pedagogical activity has been shaped by the
formation and development of a market economy in Uzbekistan, occurring simultaneously with
the gradual reduction of direct state participation in economic processes. For the education
system, the emergence of a labor market and an education market in Uzbekistan has been of
particular significance.
The distinctive features of the modern regional labor and education markets include:the
representation of educational institutions as commercial organizations;
the abolition of the practice of compulsory placement of graduates.
The emergence of the employer as a relatively independent actor in a market economy has
generated a fundamentally new form of social demand for education, toward which higher
education is now oriented. From the perspective of the education system, one of the most
complex issues is that employers, as customers, often limit their requirements to a minimal set of
competences, adopting a highly pragmatic approach. Modern employers are primarily interested
in ensuring that the graduates they hire are ready for immediate, effective work.
A persistent problem of traditional professional education is that graduates, while formally
prepared to undertake professional tasks, are often not ready to perform them in practice. In the
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past, this was met with relative acceptance: newly hired specialists with higher education were
given on-the-job training, sometimes for a period of up to four years, during which they were
mentored, their mistakes were tolerated, and their qualifications were gradually developed. This
was considered normal, given the specifics of education, and such transitional gaps were seen as
inevitable. However, the scale of these “educational deficiencies” has proven to be significant.
Employers began favoring candidates who had already passed through a “supplementary
training” stage and were capable of immediately contributing effectively. Overall, employers’
requirements for candidates typically include: relevant work experience; additional specialized
knowledge; specific qualification requirements.
As a result, under modern market economy conditions, it is often difficult for a “young
specialist” to secure employment. School principals tend to prefer experienced teachers over
novice specialists.
In the development of educational content today, the focus is placed on how well pupils’ learning
aligns with social demand and what long-term benefits it will bring to them. In primary
education, the aim is to foster students’ comprehensive development and mastery of all
components of learning activity.
In primary school, pupils acquire essential learning skills, such as reading, writing, and
arithmetic, as well as theoretical thinking, elements of cultural speech and behavior, personal
hygiene, and the foundations of a healthy lifestyle. Among the skills acquired, a special group of
general learning skills can be identified. These include writing skills, characterized by
universality, pre-disciplinary nature, wide applicability, and transferability from one learning
context to another. Upon reaching a certain stage of development, such general skills—through
interaction with other components—form the basis for a crucial new competency: reading
fluency.
The modern primary school teacher continuously develops pedagogical mastery and engages in
creative innovation. Despite the significant changes in the functional composition of pedagogical
activity caused by the above factors, it continues to be formally defined by outdated qualification
standards.
Based on document analysis, V.I. Blinov identifies the teacher’s main functional responsibilities
as: educator; instructor; organizer of extracurricular activities; specialist able to support families
in child-rearing.
According to the researcher, “These functions determine the natural structure of the pedagogical
activity standard without limiting the organization of the educational process to any specific
form.” Functional analysis has made it possible to determine the scope of modern pedagogical
functions of primary school teachers. These include: educational and instructional function;
health-preserving function; interaction with parents; independent learning; scientific-
methodological work.
Pedagogical functions are realized within the structure of pedagogical activity—through teaching,
upbringing, communication, self-expression of the teacher’s personality, and their professional
growth. Together, they form a complex structure that shapes the professional competence of the
primary school teacher.
The content of these competencies reflects the demands placed on the teacher’s professional
activity. The analysis of general professional competencies has made it possible to clarify their
content. For instance, psychological-pedagogical competence is understood as mastery of the
core, invariant psychological-pedagogical knowledge and skills, enabling: successful resolution
of a wide range of educational and instructional tasks within various pedagogical systems;
compliance with certain professional-pedagogical requirements regardless of the future teacher’s
specialization;
proficiency in diverse forms of assessing educational quality;
the ability to identify and account for learners’ individual abilities in structuring the educational
process;
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the ability to establish pedagogically appropriate relationships with students, colleagues, and
parents;
the creation of a favorable atmosphere within the pedagogical team;
the capacity to design educational processes that are both varied and learner-centered.
Normative-Legal Competence.
This competence encompasses mastery of specific normative relations in the spheres of teacher–
learner and teacher–parent interaction, as well as the knowledge and skills necessary to apply
key legal documents concerning children’s rights and adults’ obligations toward children. These
include the Convention on the Rights of the Child, the International Covenant on Human Rights
and Fundamental Freedoms, the Constitution of the Republic of Uzbekistan, and the Law “On
Education”. It also presupposes the acquisition of moral and legal norms regulating human
relationships with other people, society, and nature, as well as possession of ecological and legal
culture.
Reflective Competences comprise the ability to analyze and evaluate one’s own work and
learners’ behavior, self-awareness, self-motivation, and self-actualization. They serve as
regulators of the teacher’s personal achievements and act as a driving force for professional
growth and the enhancement of pedagogical mastery. Reflective competence is directly
integrated with specific special competences.
Special competences distinguish the primary school teacher from other educators and require
additional study. Their content is defined as follows:
a) Subject-specific competence – readiness to apply knowledge of the scientific foundations of
the primary education curriculum, a positive attitude toward the academic subject, conscious
mastery of the necessary set of subject-specific concepts in correlation with the content of
learning materials, the ability to comprehend and systematize scientific information in the
subject, and the ability to adapt subject content to the capacities of learners.
b) Methodological competence – readiness to plan, select, synthesize, and structure learning
materials for a given subject; readiness to organize various forms of instruction in the subject;
readiness to implement activity-based approaches to learning and to organize primary school
students’ learning activities; preparedness to apply innovative teaching technologies; and the
qualified use of health-preserving technologies in teaching.
Based on an analysis of the specific nature of the pedagogical activity of primary school
teachers—who instruct in dozens of different subjects (mother tongue, mathematics, natural
science, technology, physical education)—this study proposes a general structure of primary
school teachers’ special competences, comprising subject-specific and methodological
competences.
The general structure of special competences is interpreted as follows: the proposed framework
of primary school teachers’ professional competence should serve as a foundation for forming in
students a clear, purposeful understanding of their future professional activity and for designing
effective technologies for their professional preparation.
Such an approach to defining the structure of primary school teachers’ professional competence
enables its use in developing new educational content, new curricula and programs, and in
writing textbooks. It also provides a basis for the development of innovative technologies for
training prospective teachers and for reducing the adaptation period of young specialists.
The content of special and methodological competences requires specification in relation to
particular subjects within the primary education curriculum. This is linked to the universal nature
of the primary school teacher’s pedagogical activity, which involves teaching numerous subjects.
Furthermore, the primary school teacher is also a class leader and a constant organizer of the
children’s collective, acting as a vital link between the school and students’ parents.
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