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THE STRUCTURE AND TYPES OF PSYCHOLOGICAL AND
PEDAGOGICAL COMPETENCE IN TEACHING
Sarsenbaev Ramazan Janabay uli
PhD student at NDPI
https://doi.org/10.5281/zenodo.14534051
Annotation:
This article explores the concept of psychological and
pedagogical competence, focusing on its various dimensions and types. It
examines both foreign and domestic approaches to defining competence in
education, highlighting social, special, individual, and extreme professional
competencies. The article further delves into A.K. Markova's and N.V. Kuzmina's
classifications, which emphasize the teacher's ability to apply specialized
knowledge, methods, and communication skills in pedagogy. Additionally, it
underscores the importance of methodological competence and the teacher’s
self-reflection, offering insights into the formation and modeling of
psychological and pedagogical competence in higher education.
Key words:
socio-psychological competence, differential psychological
competence, teacher’s professional development, pedagogical activity, modeling
competence, psychological knowledge, pedagogical knowledge.
Аннотация:
В данной статье рассматривается понятие психолого-
педагогической компетентности, акцентируя внимание на ее различных
измерениях и типах. В ней рассматриваются как зарубежные, так и
отечественные подходы к определению компетентности в образовании,
выделяются социальные, специальные, индивидуальные и экстремальные
профессиональные
компетенции.
Далее
в
статье
подробно
рассматриваются классификации А.К.Марковой и Н.В.Кузьминой, в
которых подчеркивается способность учителя применять в педагогике
специальные знания, методы и коммуникативные навыки. Кроме того,
подчеркивается
важность
методической
компетентности
и
саморефлексии преподавателя, что дает представление о формировании и
моделировании психолого-педагогической компетентности в высшем
образовании.
Ключевые слова:
социально-психологическая компетентность,
дифференциальная психологическая компетентность, профессиональное
развитие педагога, педагогическая деятельность, моделирующая
компетентность, психологические знания, педагогические знания.
Annotatsiya:
Ushbu maqolada psixologik-pedagogik kompetentlik
tushunchasi o‘rganilib, uning turli o‘lchamlari va turlariga e’tibor qaratilgan.
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Unda ta’limda kompetensiyani aniqlashning xorijiy va mahalliy yondashuvlari
o‘rganilib, ijtimoiy, maxsus, individual va ekstremal kasbiy kompetensiyalar
ajratib ko‘rsatilgan. Maqolada A.K.Markova va N.V.Kuzminaning ta’riflari yanada
chuqurroq o‘rganilgan bo‘lib, ularda o‘qituvchining pedagogikada maxsus bilim,
metod va muloqot ko‘nikmalarini qo‘llash qobiliyatiga urg‘u berilgan. Bundan
tashqari, oliy ta’limda psixologik-pedagogik kompetentlikni shakllantirish va
modellashtirish bo‘yicha tushunchalarni taqdim etib, uslubiy kompetentlik va
o‘qituvchining o‘z-o‘zini aks ettirishi muhimligini ta’kidlaydi.
Kalit so‘zlar:
ijtimoiy-psixologik kompetentlik, differensial psixologik
kompetentlik, o‘qituvchining kasbiy rivojlanishi, pedagogik faoliyat,
modellashtirish kompetentligi, psixologik bilim, pedagogik bilim.
When considering the essence of psychological and pedagogical
competence, we turned to dictionaries and scientific studies that provide an
integral characteristic that to some extent reflects all modern approaches to
defining competence.
In foreign professional pedagogy, when defining competence, the emphasis
is placed on the specialist’s ability to act independently and responsibly. The
main types of professional competence are:
• social competence as the ability to group activities and cooperation with
others, willingness to take responsibility for the results of one's work, mastery
of professional training methods;
“special competence” - readiness to independently perform specific types of
activities, the ability to solve typical professional tasks and evaluate the results
of one’s work, the ability to independently acquire new knowledge and skills in
one’s specialty;
•individual competence - readiness for constant professional development
and self-realization in professional work, the ability for professional reflection,
overcoming professional crises and deformities (1).
A.K. Markova identifies another type of competence - extreme professional
competence, which implies the ability to act in suddenly complicated conditions.
(2, p. 35).
In our point of view, the problem of professional pedagogical competence is
considered by modern researchers in accordance with the tradition of analyzing
the teacher's qualities, which are important for their successful professional
activity, established in domestic pedagogical science. Currently, many
researchers include in the concept of professional pedagogical competence the
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knowledge and skills necessary for carrying out multifaceted educational and
upbringing activities.
Today, pedagogy and psychology, as well as other sciences dealing with the
problems of higher education, believe that competence is the basis for the
successful work of a teacher, including a higher school teacher.
In modern pedagogy, professional-pedagogical competence is understood
as an integrative quality of the individual, representing the most adequate,
proportional set of professional, communicative, and personal qualities of the
teacher, contributing to achieving high-quality results in the learning and
upbringing process.
A.K. Markova's concept of pedagogical competence includes all the
pedagogical personality traits that ensure a high result in professional activity.
To expand the content of this concept, the author includes in it, in addition to
pedagogical activity itself, pedagogical communication, as well as the subjective
properties of the teacher (3).
Researchers rightly highlight the various types of a teacher’s professional
competence.
N.V. Kuzmina’s classification is based on the fact that the concept of
professional-pedagogical competence focuses on the representation of the
teacher as a subject of pedagogical influence, capable of structuring scientific
and practical knowledge in a special way in order to better solve pedagogical
tasks. The main types of professional-pedagogical competence according to N.V.
Kuzmina are:
1. Specialized competence in the field of the subject being taught.
2. Methodological competence in the field of methods for forming students’
knowledge and skills.
3. Social and psychological competence in the field of communication
processes.
4. Differential psychological competence in the field of motives, abilities,
orientation of students.
5. Autopsychological competence in the area of merits and disadvantages of
one’s own activity (4).
A teacher’s special competence presupposes their high authority as a
scientist, as a representative of a particular science. It includes knowledge,
awareness, knowledge of a specific science, its methodology, current state and
development prospects. This type of competence also includes the ability to
apply scientific knowledge, using it as a tool for influencing students.
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The methodological competence of the university teacher is aimed at
effectively organizing the pedagogical process and creating new teaching
technologies.
Socio-psychological competence is closely linked to the culture of
pedagogical communication and the general style of professional behavior of the
teacher. It is precisely they that allow him to build his communication with
different categories of students in different ways, achieving necessary changes in
the system of their orientation, professional readiness, and competence.
A teacher’s differential-psychological competence manifests itself in their
ability to build the learning process taking into account the individual
characteristics of students. To engage each student in active work not only on
studying the subject, but also on themselves as a future professional and
creative person, the teacher requires knowledge of the psychology of personality
and the psychology of activity, mastery of pedagogical research methods.
A teacher’s autopsychological competence lies in knowing themselves as a
professional, being able to make adjustments to their activities and
communication, taking into account their strengths and weaknesses. The high
level of this type of competence is manifested in the teacher's ability to take the
position of a researcher in relation to themselves, their activities, and their
results.
Methodological competence among various types of pedagogical
competence occupies one of the leading positions. It to a certain extent
integrates the entire system of special scientific, psychological, pedagogical
knowledge and skills and has a clearly expressed applied character. Today, a
truly competent teacher can be called one who has an extensive system of
knowledge, has his own individual style of activity.
Therefore, the essence of psychological and pedagogical competence lies in
the systematic unity of the teacher’s psychological and pedagogical knowledge,
experience, and qualities that allow for effective pedagogical activity, purposeful
organization of pedagogical communication processes, as well as the teacher’s
personal development and improvement.
The insufficient development of a number of aspects of postgraduate
education, the growing relevance, the theoretical and practical significance of its
provisions, require defining the forms and methods of forming a teacher’s
psychological and pedagogical competence based on modeling its structure.
Modeling, in the broadest sense of the term, is understood as “researching
objects of cognition on their models; constructing and studying models of real
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objects and phenomena, clarifying the properties of any object, process or
phenomenon, i.e. its model, as well as for predicting phenomena of interest to
the researcher” (5, p.393). In pedagogy, the point of view of G.M. Andreeva is
increasingly recognized, which suggests that the concept of “model” should be
considered as a system whose research serves as a means of obtaining
information about another system (6). The theorists in the field of modeling
emphasize that models in all cases act as analogies of research objects, that is,
they are similar, but not identical to the latter
References:
1.
Cervero R.M. Effective continuing education for professionals. – San
Francisco: Jossey-Bass, 1988.
2.
Маркова А.К. Психология труда учителя. - М., 1993. - 248 с.
3.
Любимов Б. Все образуется // Образование и культура. - 2000. - №1,-
С.10-12.
4.
Кузьмина Н.В. Профессионализм деятельности преподавателя и
мастера производственного обучения. - М., 1990, - 165 с.
5.
Большая Советская Энциклопедия (В 30 томах). Изд.З-е. - М.:
Советская энциклопедия, 1972. - Т.16. - С.393-394.
6.
Лекции по методике конкретных социальных исследований /Под
ред. Г.М. Андреевой. - М.: Изд-во Московского университета, 1972. - 202 с.
