Journal of Social Sciences and Humanities Research Fundamentals
106
9
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
106-109
DOI
OPEN ACCESS
SUBMITED
24 March 2025
ACCEPTED
20 April 2025
PUBLISHED
22 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Content of The
Development of Socio-
Cultural Competence in
Future Teachers
Marayimova Kibriyokhon Islomjon kizi
Doctoral student of Fergana State University, Doctor of Philosophy in
Pedagogical Sciences (PhD), Uzbekistan
Abstract:
This article analyzes the concept of
competence, the results of research on competence.
The content of socio-cultural competence, the analysis
of literature on social competence are based on the
need to develop it in future teachers. Foreign
experiences in developing socio-cultural competence of
future teachers in pedagogical universities are
highlighted. Also, methods and approaches to
developing this competence are analyzed, problems in
teaching it in the context of our country are described
and methods for solving them are proposed.
Keywords:
Competence, competent approach, socio-
cultural competence, pedagogical activity, component.
Introduction:
At the international level, great
importance is attached to the introduction of
international educational standards, developed by the
world's higher education and scientific centers for the
introduction of future pedagogical criteria, problems of
an innovative educational environment, and the
introduction of international educational standards. In
our advanced production, it is necessary to prepare
future young students for a continuous education
system based on the country's experience, to create the
necessary conditions for the modernization of the
content of modern education. The Development
Strategy of New Uzbekistan for the further development
of the Republic of Uzbekistan for 2022-2026 sets out
priority tasks such as “Promoting the spiritual,
intellectual, physical and moral development of young
people” [1]. It is a
lso becoming increasingly important
to use the potential of museum pedagogy as an effective
methodology for developing the socio-cultural
Journal of Social Sciences and Humanities Research Fundamentals
107
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
competence of future personnel in higher education,
and to solve problems related to improving its
pedagogical conditions.
METHODS
The concept of competence has entered the field of
education as a result of scientific research by
pedagogical psychologists. From a psychological point
of view, competence means “how a specialist behaves
in unconventional and unexpected situations, takes a
new approach in relationships with colleagues,
performs
ambiguous
tasks,
uses
conflicting
information, and has a plan of action in continuously
developing and complex processes.”
In English, the concept of “competence” literally
means “ability”. In content, it implies the effective use
of theoretical knowledge in activities, the ability to
demonstrate a high level of professional competence,
skills and talents. Professional competence is the
acquisition by a specialist of the knowledge, skills and
qualifications necessary for the implementation of
professional activities and their high level of
application in practice, as well as the mastery of
integrative knowledge
and
actions
in
each
independent area. Competence also requires the
constant enrichment of professional knowledge, the
study of new information, and most importantly, the
ability to search for scientific information, process it
and apply it in one’s activities.
In pedagogical research, it is precisely the issue of
specialist-staff competence that is of great interest and
importance and necessity for organizing the
educational process and ensuring its effectiveness. The
formation and maintenance of a socially active and
dynamic teacher who shows initiative, clearly
understands his professional goals, is highly cultured,
has the ability to think innovatively and is ready to
implement innovations in education is an important
task of higher educational institutions. The social
content of this concept is very broad, it is used in
almost all areas of production. Competence is equal to
a set of modern requirements for the activities of
specialists in various fields, and its history of origin is
associated
with
management
theory,
the
unconditional provision of efficiency of the work
process based on proper management in an adequate
and fully consistent manner with the purpose of
production, management practice, directing the labor
activities of higher and lower employees in the
production process towards the set goals and
efficiency.
It is necessary to mention the name of David
McClelland as the founder of the competency-based
approach to personnel management [2, 145 p.]. The
scientist studied the psychological aspects of the
characteristics of the production process and is known
as the founder of the theory of the integral integration
of specialist motivation with the production process and
goals. Historically, the following stages are distinguished
in relation to the introduction of the concept of
“competence” in the e
ducation system and the
acceptance of its importance:
At the first stage (1960-1970s) - the concepts of
“competence” and “competence” entered scientific
circles and circulation, and the rules of their application
and features of application were determined. For the
first time, the term “competence” was used in 1965 by
N.Chomsky, a teacher at the University of
Massachusetts. The semantic scope of this word is very
wide today, and in fact this word means “agreement”,
“compatibility”,
“adaptation
to
something”,
“adaptation”. Today this word more often means "a set
of universal, that is, general characteristics and
requirements for conducting an activity that are suitable
for everyone”.
In the second stage (1970-1990), the scope of
application of the term “competence” sharply increases,
this word becomes a special term and begins to mean a
set of characteristics specific to a particular field and is
used in language theory, management, and the
organization of communications. J. Raven sets himself
the scientific task of asking what professional
competence is from the point of view of modern society,
and identifies and indicates 37 components of
competence that ensure effectiveness, and calls them
“motivational abilities” [3].
In the third stage (1990
–
2001), the
“Bologna
Declaration” was adopted for the implementation and
development of education throughout the world, in the
CIS, and in particular in Russia, and one of the goals of
educational reforms was the issue of “professional
competence” as the main characte
ristic of the
qualimetric indicators of a specialist. During this period,
a number of Russian scientists, in particular
A.K.Markova, Y.F.Zeera, A.V.Khutorsky and others,
developed the concept of professional competence
scientifically, theoretically and methodologically from
the point of view of psychology and pedagogy [5].
The research work of our country’s pedagogical
scientists A.Abdukodirov, R.H.Jurayev, Z.K.Ismoilova,
E.R.Yuzlikayeva, M.B.Urazova, K.D.Risqulova reflects the
scientific and theoretical foundations of such problems
as the intensification of education in higher educational
institutions and the use of modern pedagogical and
information technologies in the educational process,
the competence of young teachers and the didactic
requirements imposed on them, the content of this
Journal of Social Sciences and Humanities Research Fundamentals
108
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
term, its components, stages of formation, and
modern approaches to the role of motivation in
ensuring educational effectiveness.
According to K.J. Riskulova, “competence” means a set
of professional laws, principles, requirements, rules,
duties, tasks and obligations, as well as personal
deontological standards, necessary for a person of a
particular profession. Competence is related to the
practical activities of a person and is determined by the
ability to creatively demonstrate the standards of
competence in work experience, based on the
requirements of society.”
RESULTS AND DISCUSSION
One of the important components of the general
structure of professional competence in pedagogical
activity is socio-cultural competence. After all, a
modern teacher not only gives knowledge to the
student, conveys information, but also acts as an
intermediary between the developing individual and
society. The main tasks of socio-cultural competence
include such aspects as adaptation, social orientation,
and the integration of personal and social experiences.
The level of socio-cultural competence of a person is of
great importance in the process of conducting
interpersonal relationships and establishing activities.
At the same time, according to the results of research
conducted by psychologists, the formation of the level
of social competence in people in the process of
adapting to new social and globalization conditions
plays a special role. Ecological, political, ideological,
social changes not only determine the development of
social thinking, but also affect people’s self
-awareness,
life values, and personal problems.
The analysis of scientific literature conducted to
determine the content of socio-cultural competence
made it possible to highlight the following specific
aspects of it: firstly, socio-cultural competence can
express the requirements of society and culture. This is
explained by the fact that a person has knowledge
about the content of socio-moral norms, the ability to
organize forms of activity based on cultural
requirements, and its value orientation. secondly,
socio-cultural competence also reflects the creative
properties of a person as a subject of social interaction
and cooperation [6].
The process of developing socio-cultural competence
requires taking into account the corporate foundations
of systematically developing professional competence
in future teachers, based on providing them with an
understanding of the reforms, innovations, and
developments being implemented in our country.
In the higher education system, socio-cultural
competence is a set of skills, knowledge and abilities
related to interaction with representatives of different
cultures, understanding and adhering to ethical norms.
The education system in our country seeks to form
socio-cultural competence in order to enrich students'
intercultural experience, develop tolerance and the
ability to effectively communicate with representatives
of other cultures. Socio-cultural competence directly
affects the quality of the educational process, provides
a deep understanding and acceptance of the diversity of
the cultural heritage of Uzbekistan, and plays an
important
role
in
developing
intercultural
understanding and tolerance, which are necessary for
maintaining social peace and stability.
Sociocultural competence consists of four main
components:
1) sociocultural knowledge (knowledge of spiritual
values, customs and cultural traditions, the specific
features of the national mentality);
2) communication experience (choosing a sociocultural
style,
correctly
interpreting
foreign
cultural
phenomena);
3) emotional attitude to culture (including the ability to
eliminate and resolve conflicts that arise during
communication);
4) knowledge of the methods of applying the rules of
etiquette and the correct use of social etiquette.
In our opinion, social culture, socio-cultural competence
is considered the foundation of spiritual and moral
qualities, and this foundation will be stable only if social
culture skills are formed from a young age. It also
becomes a decisive factor in the formation of future
teachers as individuals. After all, the culture of
communication occupies a special place in the structure
of spiritual and moral qualities. In an educational
institution, students-young people face initial problems
of communication and attitude outside the family and
neighborhood environment. It is precisely in an
educational
institution
that
the
culture
of
communication should be formed consistently and
coherently, based on the laws of education and
upbringing. That is, a professional influence is exerted
that is different from the educational influence of the
family and neighborhood. Also, the harmony of national
and universal values is achieved in education. That is,
while the upbringing of national values and local
traditions is a priority in the family and neighborhood,
work is also carried out in the educational institution to
form an understanding and skills in primary universal
values and a culture of communication.
Based on the above, as part of our scientific research,
we determined that in order to form socio-cultural
competence in students of higher education
Journal of Social Sciences and Humanities Research Fundamentals
109
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
institutions, the following aspects of communication
culture should be formed first of all:
- relations between students and teachers;
- greeting relations between students;
- relations in the process of socially useful work;
- relations in the process of training;
- formation of behavioral skills of future teachers;
- formation of elements of official relations in the
process of public work;
- relations between colleagues;
- expression of gratitude.
Based on the analysis of the scientific ideas of the
above-mentioned scientists, it is possible that
students' socio-cultural competence is formed and
manifested in the process of acquiring socio-cultural
knowledge, knowledge of the language being studied,
spiritual values and cultural heritage, communication
experience, and methods of using the language.
CONCLUSION
The goal of the competency-based approach, from the
perspective of modern education, is to try to overcome
the gap between the theoretical knowledge of a
specialist and its practical application. Therefore, the
modern educational process should not be about
giving students knowledge that is difficult to apply in
practice, but rather about mobilizing this knowledge to
solve urgent professional problems, as well as creating
conditions for students to independently solve such
problems during the educational process. In order to
fully study all the features of the development of socio-
cultural competence in future teachers, it is necessary
to pay attention to the following aspects:
- to consider national, spiritual and educational values
in the educational process as an important factor in the
development of socio-cultural competence in
students;
- to form a system of special knowledge on reducing
high-level communicative and psychological barriers in
future teachers in order to develop socio-cultural
competence in them;
- to solve the problem of determining the theoretical
foundations of the development of socio-cultural
competence of future teachers;
- taking into account the features of the development
of socio-cultural competence, it is appropriate to
determine the specific features of this process in the
context of professional pedagogical education.
REFERENCES
Decree of the President of the Republic of Uzbekistan
No. PF-
60 dated January 28, 2022 “
On the
Development Strategy of New Uzbekistan for 2022-
2026 years.
Richard E. Boyatzis. David C. McClelland: For The Wiley
Encyclopedia of Personality and Individual Differences
Volume IV: Clinical, Applied and Cross
–
Cultural
Research. December 5, 2016.
J.Raven (1984). Competence in modern society: Its
Identification, Development and Release.
–
UK. P.220
Колова
С.М.
Формирование
социокултурной
компетентности будуших специалистов. дис. ...канд.
пед. наук. С.М.Колова. –
Челябинск, 2002. –
190 с.
Елизарова Г.В. О природе социокультурной
компетенции [Текст] // Слово, предложение и текст
как интерпретирующие системы. Studia Linguitica 8.
СПб.: Тригон. 1998. С. 25–
31.
Бердиева
Х.Б.
Развитие
социокультурной
компетентности у будущих учителей начальных
классов //Педагогическое образование и наука. –
2020.
–
№. 1. –
С. 128
-131.
Бердиева Х.Б., Бердиева Н.У. Проблемы развития
социокультурной компетентности у школьников
начальных
классов
//Евразийское
Научное
Объединение. –
2019.
–
№. 12
-5.
–
С. 408
-410.
