CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
34
VOLUME:
Vol.06 Issue02 2025
10.37547/pedagogics-crjp-06-02-07
Page: - 34-37
RESEARCH ARTICLE
The Essence and Logical Analysis of Developing the
Professional Competence of Fine Arts Teachers Through the
Portrait Genre
Norqulova Dildor Uchkunovna
Assistant at The Faculty of Pedagogical Education at Samarkand State University, Uzbekistan
Received:
24 December 2024
Accepted:
26 January 2025
Published:
28 February 2025
INTRODUCTION
In New Uzbekistan, the rapid implementation of socio-
economic changes and the gradual renewal of the
education system have become a focal point for society,
turning into a significant process that increases public
interest in spiritual values.
In the higher education system, the integration of
advanced international experience and the application of
modern pedagogical technologies in the teaching and
training process, particularly the implementation of
innovative technologies to develop the professional
competence of future fine arts teachers, have become key
pedagogical issues of today. From this perspective, the
Presidential Decree of the Republic of Uzbekistan No. PQ-
289, issued on June 21, 2022, "On Measures to Improve
the Quality of Pedagogical Education and Further Develop
the Activities of Higher Education Institutions Training
Pedagogical Personnel," outlines priority tasks related to
the training of highly qualified pedagogical personnel and
the continuous professional development of teachers.
Improving professional competencies holds particular
significance among the complex challenges of training
future fine arts teachers. Especially in the preparation
process, integrating professional, practical, psychological,
methodological, and research activities alongside the
development of professional competencies further enriches
their training.
The professional competencies of future fine arts teachers
can be developed through multiple approaches. This
includes integrating education and the learning process,
combining theory with practice, engaging in creative
activities, and enhancing competency through specialized
subjects in fine arts such as painting, graphics, and
sculpture.
The essence and logical analysis of our dissertation on
improving the professional competence of future fine arts
teachers through the portrait genre are reflected in the
following well-founded facts:
Development of Practical and Creative Skills
: The
portrait genre requires students to study fundamental
concepts such as anatomy, facial proportions, depth, and
lighting techniques, which deepens their practical and
creative skills.
ABSTRACT
This article presents the essence and logical analysis of developing the professional competence of fine arts teachers throug h the
portrait genre, based on factual evidence. It explores the development of practical and creative skills through portr aiture, an in-
depth study of anatomy and facial proportions, the integration of aesthetic thinking with art history, emotional and psycholo gical
expression, as well as the enhancement of creativity and artistic thinking.
Keywords:
Portrait genre, anatomy, pedagogical diagnosis, competence, creativity, painting, contrast.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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In-depth Study of Anatomy and Facial Proportions
:
During the portrait drawing process, teachers are required
to study the anatomical structure of the human face and
accurately apply proportional relationships to different
facial features. This enhances their ability to depict even
the smallest details correctly, achieving realism and
precision, thereby improving their technical mastery.
Scientific research has also shown that such approaches
play a crucial role in developing the skills necessary for
creative and realistic line work.
Integration with Aesthetic Thinking and Art History
:
The portrait genre has held a central place in art history,
evolving through various styles and techniques across
different eras. For example, Renaissance portraits
emphasized realistic expression and anatomical accuracy,
while the Modern era focused more on creative and
subjective representation. This exposure helps students not
only develop technical skills but also gain a deeper
understanding of diverse artistic styles and aesthetic
perspectives.
Emotional and Psychological Expression
: The portrait
genre serves as a means to convey a person’s inner state,
emotions, and character. Pedagogical research indicates
that through portrait drawing, teachers develop a deeper
understanding of human emotions and personalities,
enhancing their ability to reflect complex emotional states
with precision. This skill is particularly essential for future
educators, as it enables them to build effective
relationships with students and inspire them throughout the
learning process.
Development of Creativity and Artistic Thinking
: The
portrait genre fosters various creative techniques and
approaches, such as the use of color, lighting, contrast,
imagination, and composition. Research indicates that the
process of drawing portraits enhances creative thinking,
helps in effectively implementing new ideas, and
encourages the exploration of innovative approaches.
Practical Application in Pedagogical Activity
: Due to its
versatility, the portrait genre not only teaches students
various techniques and styles but also helps unlock their
creative potential. This process prepares teachers to
implement innovative approaches in education. Portraiture
is a powerful means of expressing human identity,
allowing educators to depict a person’s character, inner
emotions, and external appearance, thereby enhancing
opportunities for creative expression.
The Pinnacle of the Profession
–
Mastery of
Portraiture
: In fine arts education, working in the portrait
genre represents the highest level of professional and
methodological
preparation.
Research
shows
that
portraiture is an effective tool for capturing students’
attention and increasing their engagement. It not only
enhances visual skills but also fosters imagination,
creativity, and professional-methodological training. This,
in turn, helps future educators create an active and effective
learning process, playing a crucial role in developing their
professional competence.
What is Competence?
Competence refers to the
acquisition of the knowledge, skills, and abilities necessary
for students to perform professionally significant personal
and social activities and their ability to apply them in
professional practice. Professor N. Muslimov fully
explains the essence of the concept of "competence,"
highlighting two key aspects: it manifests both as a set of
personal qualities in students and as the fundamental
requirements of the professional field.
Since the mid-20th century, the concepts of "competence"
and "competency" have appeared in scientific literature.
For example, in linguistic theory, American linguist Noam
Chomsky first introduced the concept of competence in his
work Aspects of the Theory of Syntax, defining it as "the
ability to know, speak, and understand one's language" or
"a person's capacity to perform a specific activity."
In the field of pedagogy, renowned scholar A. Kolesnikov
studied the concept of "competence" in relation to terms
such as "literacy," "education," "culture," and "mentality."
In his dissertation, P.V. Paydukov defined and summarized
the concepts of "competence" and "competency." He
described "competence" as the process of effectively
utilizing personal qualities, knowledge, skills, and abilities
in a specific field, while "competency" is understood as the
ability to perform a particular activity.
According to O.A. Qosynov's research, professional
competence is a quality that reflects a specialist’s mastery
of their professional activity. It includes an inclination
toward the profession, the ability to assess personal
qualities, correctly determine the direction of professional
development, and the capacity for self-improvement and
self-discipline.
Pedagogical
scholars
suggest
that
professional competence consists of three components:
content-related, motivational, and executive.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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According to our research, we are particularly interested in
the logical aspects of standardizing education. In
conducting our study, we examined the content of the
education systems in Spain, Poland, France, Germany, and
other countries. As a result, we found that in European
countries, the primary focus is on the specialist’s level of
competency and qualification.
In line with traditions established in Western countries, a
specialist's professional qualification is measured by their
competence, while the education system is evaluated based
on the level of knowledge, skills, and abilities. In foreign
countries, education operates based on qualification
standards, which reflect only the desired outcomes and
encompass the specialist’s required knowledge and skills.
If we analyze the etymology of the terms "competent" and
"competency," it becomes clear that these concepts did not
emerge randomly but have a structured and deliberate
foundation.
Competency does not simply refer to the acquisition of
individual knowledge and skills by a student; rather, it
implies the integration of knowledge and actions across
each independent discipline.
The essence of our country's national education system is
based on the minimum content requirements of education,
which
are
structured
around
three
fundamental
components: knowledge, skills, and competencies.
From the perspective of professional training requirements
for graduates, competency refers to students' ability to
effectively apply a set of knowledge, skills, and methods
in specific situations in a purposeful manner.
Nowadays, various regulatory documents on education
emphasize that one of the key conditions for improving the
quality of education is the moral upbringing of individuals.
It is frequently stated that the ethical potential of art should
be more extensively utilized as a tool for shaping and
developing moral principles and competencies. This
requirement aligns with the strategic plan for developing
the aesthetic culture of the younger generation through
artistic-pedagogical education and the professional
training of teachers. It is also directly linked to the main
objective of the professional education program in fine arts
teacher preparation: to train specialists capable of
enhancing professional competence in educational and
cultural institutions.
The multifaceted and complex nature of preparing future
teachers for professional competence development
requires researchers to further clarify the essence of the
concept of "readiness." For instance, K.K. Platonov
considers professional readiness for pedagogical activity as
an integral part of an individual’s personality. He
concludes that its formation begins with experiential
substructures, meaning it primarily depends on knowledge,
skills, and abilities. Meanwhile, M.T. Mirsolieva expands
the definition of professional readiness to include qualities
such as the ability to organize independent and collective
scientific work, envision an innovative future, as well as
self-organization and self-development skills.
It has been determined that one of the primary tasks of the
education system is to identify effective forms and
methods of teaching in higher pedagogical education
institutions, adapt curricula and program content to meet
modern requirements, and enhance the educational and
methodological preparation of future fine arts teachers.
Additionally, it is crucial to develop their professional
competencies, strengthen pedagogical activities, and create
the necessary conditions for improving their teaching
skills.
O‘.Q. Tolipov conducted research on the topic
"Pedagogical Technologies for Developing General Labor
and Professional Skills in the Higher Pedagogical
Education System." His studies focused on the role of
pedagogical technologies in enhancing the professional
skills and competencies of future teachers and the key
aspects of implementing these technologies in the
educational process.
N.A. Muslimov emphasized that one of the key tasks in the
higher education system is the formation of a new
generation of specialists who are morally and ethically
mature, possess an independent worldview, think
creatively, and remain loyal to both national heritage and
universal human values.
N.M. Boritko studied the development of a personal model
for teachers and its role in enhancing professional
pedagogical training, which is directly relevant to future
fine arts educators.
According to R.Z. Khayrov, achieving high efficiency in
the educational process requires taking into account
students' individual abilities and aptitudes, implementing
differentiated assignments tailored to their capacities.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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Based on these findings, we conclude that improving the
professional competencies of future fine arts teachers
through portraiture can lead to higher efficiency. As a
result, one of the main objectives of our research is to focus
on both domestic and international portrait artists to gain
deeper insights into this genre.
Portraiture is one of the most fundamental and valuable
branches of fine arts, aimed at depicting a person’s external
appearance, emotions, individual characteristics, and
personality. This genre plays a crucial role in realistically
and deeply expressing the intricate details of the human
face and its psychological traits. Unlike genres such as
landscape or still life, which focus on nature and inanimate
objects,
portraiture
highlights
personal
attributes,
emotions, and external features, providing profound
insights into human nature.
Drawing portraits is an effective tool for mastering various
artistic disciplines and improving essential artistic skills.
Through portrait studies, students gain in-depth knowledge
not only of human facial representation but also of other
fine arts subjects. This process not only enhances practical
skills but also significantly contributes to the professional
knowledge and competencies required for future fine arts
educators.
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