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MODEL FOR DEVELOPING TRANSVERSAL COMPETENCIES OF
FUTURE TEACHERS BASED ON PROFESSIONAL REFLECTION
Askarova Barchinoy Abdiraximovna
Doctoral Candidate, Andijan State University
https://doi.org/10.5281/zenodo.14908773
Abstract.
This article highlights the significance of the "professional
reflection" principle in organizing and enhancing the professional activities of
future teachers. The study examines the theoretical aspects of developing
transversal competencies among prospective teachers, emphasizing the role of
continuous self-analysis and self-improvement in their professional
development. Additionally, the paper explores how integrating reflective
practices in teacher education contributes to improving pedagogical training
and optimizing the teaching-learning process.
Keywords:
Professional reflection, transversal competencies, future
teachers, teacher training, critical thinking, communication skills, problem-
solving skills, professional development.
In today’s information society, the modernization of higher education
curricula in Uzbekistan is becoming increasingly relevant. This transformation is
driven by the necessity to align educational content with contemporary global
trends, establish an innovative educational framework, and equip future
teachers with transversal competencies. These competencies, as outlined in
various educational reforms and UNESCO’s “21st Century Skills” framework,
represent a new historical form of universality within a globalized society.
The concept of "transversal competencies" is actively incorporated into
modern scientific and pedagogical discourse. Scholars such as V.A. Kononova, U.
Muhidova, and O.V. Krezevskiy et al. have examined the complexity of
developing transversal competencies in future teachers. N.V. Ippolitova, N.A.
Karataeva, and A.I. Mikhaylova describe transversal competencies through a
systematic pedagogical approach, whereas I.V. Osipova explores the conditions
for transprofessional training of specialists. However, various researchers
employ different terminologies, referring to transversal competencies as "core,"
"general," or "fundamental" competencies.
The broad interpretation of transversal competencies, often influenced by
translation variations, has led to the emergence of diverse terminological
structures in scientific discourse. These competencies encompass a set of
integral skills essential for individual success in both professional and social
contexts. The development and implementation of higher education curricula
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are based on a competency-based model, where competencies are categorized
into two groups: (1) discipline-specific (professional) competencies and (2)
general (core) competencies, which are not confined to specific disciplines but
are essential across various educational programs.
It is crucial to note that the term "transversal competencies" has been
defined in multiple ways by scholars studying 21st-century competencies. These
include "core competencies," "universal competencies," "general competencies,"
"non-academic competencies," "strategic competencies," and "transferable
competencies." In our study, we adhere to the definition proposed by UNESCO in
2013, which identifies transversal competencies as those that enable the
transfer of acquired knowledge, skills, and metacognitive abilities to solve real-
life problems. Moreover, developing transversal competencies contributes to
discipline-specific competencies and fosters lifelong learning.
V.A. Kononova highlights the evolution of the concept of “transversality,”
tracing its origins from the restricted mathematical context of the 19th century
to its expansion into the humanities, particularly education. According to her
research, the term “transversal competencies” has recently emerged as a key
descriptor for the qualitative attributes required in a knowledge-based society.
Consequently, in today’s dynamic socio-economic environment, forming
transversal competencies in professionals is increasingly recognized as a crucial
trend in enhancing the scientific and pedagogical discourse.
Gluzman N.A. and Gorbunova N.V. emphasize the practical significance of
developing transversal competencies in education. They propose an
experimental training program consisting of three educational modules,
incorporating workshops and seminars aimed at fostering transversal
competencies among students.
The development of transversal competencies requires an integrated and
systematic approach within teacher education programs. The experimental
module designed for this purpose consists of structured training sessions aimed
at enhancing critical thinking, problem-solving, creativity, adaptability, and
collaboration—key skills necessary for effective teaching and professional
growth. The implementation of this module will provide a solid foundation for
equipping future educators with the essential transversal competencies needed
to navigate the challenges of the modern educational landscape.
The training program consists of three core modules, each aimed at
enhancing specific aspects of transversal competencies within the teaching
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profession. The modules incorporate
master classes
and
seminars
to provide
theoretical insights and practical applications for future educators.
1st Module: Transversal Competencies of Teachers in the Context of
Building the National Educational Space
Session
Type
Topic
Master
Class
Multiplicative Integration of Teachers’ Transversal Competencies
Seminar
Transversal Competencies of a Modern Teacher in the Framework
of Interdisciplinary Research Coordination
2nd Module: Teachers’ Readiness to Model Multicultural Educational
Environments in the New School Context as a Transversal Competency
Session
Type
Topic
Master
Class
Global Transboundary Thinking of a Modern School Teacher
Seminar
Teachers’ Multicultural Transversal Competencies in the
Dimensions of the Paradigm of Transcultural Communication
3rd Module: Transversal Competencies of a Modern Teacher in
Virtualization and Digitalization of Teaching and Learning Technologies
Session
Type
Topic
Master
Class
Effective Innovative Educational Technologies in the Context of a
Globalized Society
Seminar
Strategy for Utilizing the Functional Capabilities of Distance
Learning Platforms in the Synergy of Educational, Scientific, and
Socio-Cultural Spaces
This structured module-based approach ensures that future teachers
acquire transversal competencies through interactive, research-based, and
technology-integrated learning experiences.
Preliminary Analysis of the Experiment: Key Findings
The initial evaluation of the experiment allows us to draw the following
conclusions: Acquisition of Universal Skills: The proposed program enables
future teachers to develop universal competencies that align with modern
educational requirements. These competencies equip them with the necessary
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skills to navigate interdisciplinary learning environments, effectively
communicate, and adapt to evolving pedagogical challenges. Role of Reflection in
Professional Development: Reflection serves as a fundamental mechanism for
teachers to analyze their performance, identify weaknesses, and implement
corrective measures. By engaging in structured reflective practices, educators
can continuously enhance their teaching strategies and instructional
approaches. Practical Significance of the Model: The suggested model can serve
as an applied indicator for developing transversal competencies among future
teachers. It provides a structured framework that fosters systematic
professional growth, allowing educators to integrate transversal skills into their
pedagogical practice effectively. These findings confirm the importance and
applicability of the model in teacher training programs, reinforcing its role in
shaping competent, adaptable, and reflective educators for contemporary
educational settings.
References:
1.
Kononova, V. A. (2020). Transversality: Evolution of the term through
corpus and other contextual prisms. Perm University Bulletin. Russian and
Foreign Philology, 2, 34–42.
2.
Muhidova, O. N. (2023). The importance of transversal competencies in
the training of future teachers. Prospective Research in Education and
Psychology: Proceedings of the International Scientific-Practical Conference,
242–248.
3.
Krezhevskikh, O. V., Ippolitova, N. V., Karataeva, N. A., & Mikhaylova, A. I.
(2021). Formation of transdisciplinary competencies of future teachers: A
systematic pedagogical approach. Vocational Education and the Labor Market, 2,
126–139.
4.
Osipova, I. V. (2021). Modern conditions for transprofessional training of
specialists based on a system-activity and cluster approach. Modern Pedagogical
Education, 2, 104–107.
5.
Gluzman, N. A., & Gorbunova, N. V. (2021). Theoretical foundations for the
formation of transversal competencies at the current stage of social
development. Current Issues in Pedagogy and Education: Proceedings of the
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6.
Khutorskoy, A. V. (2017). Methodological foundations for applying a
competency-based approach in educational design. Higher Education in Russia,
12(218), 85–91.
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7.
Gluzman, N. A. (2023). Transversal competencies in the context of
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8.
Privalov, A. N., Bogatyreva, Yu. I., & Romanov, V. A. (2019). The innovative
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Gluzman, N. A. (2024). An experimental program for developing
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