CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
https://masterjournals.com/index.php/crjps
51
VOLUME:
Vol.06 Issue02 2025
10.37547/philological-crjps-06-02-09
Page: - 51-53
RESEARCH ARTICLE
Fundamental Theoretical Aspects Of Didactic Competence In
The Context Of The Educational Process
F.O. Orazova
Lecturer, Chirchik State Pedagogical University, Uzbekistan
Received:
16 December 2024
Accepted:
18 January 2025
Published:
24 February 2025
INTRODUCTION
The development of students' creative abilities, their need
for knowledge, as well as the formation of skills for
independent thinking and problem-solving, are critical
tasks of higher education, especially in the context of the
accelerated modernization of the economy. According to
state standards, graduates must possess skills for
independent decision-making, scientific justification of
their activities, and the ability for continuous self-
improvement. Independent learning, which enhances the
quality of education, plays a key role in achieving these
goals.
The competency-based approach, which fosters the
development of creative abilities and the acquisition of
effective strategies, is aimed at achieving socially
significant qualities and professional competence in
students. The term "competence," as noted by UzNU
(2002), refers to knowledge and experience in a specific
field. Zeer and Zavodchikov (2007) define competence as
actions directed toward professional activity, while
research by Ohio State University highlights the skills and
abilities necessary for work (Ivanov, 2007). According to
R. Myers, a specialist's competence is expressed in their
ability to effectively apply knowledge in practice (Ivanov,
2007).
LITERARY ANALYSIS AND METHODOLOGY
Competence, according to M.M. Shalashova (2008),
represents an integrative quality reflecting a specialist's
ability to solve professional and life problems based on
knowledge, experience, and personal resources. V.V.
Serikov emphasizes that competence in pedagogy is
ensured
through
mastering
the
fundamentals
of
professional activities aimed at implementing highly
effective pedagogical technologies.
Modern educational challenges require the development of
students' didactic competence, which includes creating
conditions for creative and critical thinking, as well as
effectively organizing the educational process. V.I. Grinev
defines didactic competence as the readiness to address the
tasks of creative teaching. I.G. Shamsutdinova views it as
the ability to quickly make well-founded and accurate
decisions.
ABSTRACT
The article examines the importance of didactic competence in higher education, emphasizing its role in fostering students'
creative thinking and enhancing education quality. Special focus is given to the competency-based approach, enabling the
effective resolution of professional and pedagogical tasks. Key strategies for developing didactic competence include ICT
integration, reflective practices, and project-based learning. The study highlights the significance of integrating knowledge, skills,
and personal qualities to prepare students for independent professional activities.
Keywords:
didactic competence, competency-based approach, self-directed learning, creative thinking, pedagogical practice.
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Researchers such as A.G. Bermus, M.A. Choshanov, and
O.E. Lebedev highlight the importance of updating
knowledge, integrating professional and personal qualities,
and the ability to act under conditions of uncertainty. The
competence of students is assessed based on their academic
and extracurricular achievements, including the defense of
qualification
works,
participation
in
research,
competitions, and internships.
Scientific studies show that "competence" encompasses
professional and personal qualities, including the ability to
apply knowledge and skills in practice and solve tasks
independently. Competence is developed through self-
directed learning, which enhances problem-solving skills
and prepares competitive specialists.
RESULTS AND DISCUSSION
Self-directed learning enables future professionals to
effectively utilize their intellectual potential, acquire
knowledge, and apply it in practice. It is accompanied by
collaboration with instructors, mastery of curriculum
materials, and fosters students’ ability to achieve set goals.
Particular importance is given to senior students’
professional internships, which require a revision of
programs and evaluation of students’ activities, including
their professional and organizational skills. Additionally,
the methodology for teaching foreign languages needs to
be modernized to integrate students into the professional
environment.
Efforts to develop evaluation criteria for graduates'
competence are conducted in line with state educational
standards, encompassing the mastery of disciplines,
successful certification, and defense of qualification
works.
Many argue that the listed indicators are insufficient for a
comprehensive assessment of graduates' competence, as it
is closely linked to the intellectual and psychological
characteristics of the individual. A comprehensive
evaluation of these parameters allows for a more accurate
determination of competence levels.
Competence encompasses the personal qualities of an
individual, including knowledge, skills, and experience
that ensure effective task performance in a specific field.
Competency, in turn, reflects the presence of a set of
competencies that meet the requirements and indicates a
person’s attitude towards various activities.
The development of students’ qualities related to work and
personal influence requires a high level of competence. As
Y. V. Makhova notes, didactic competence is a generalized
characteristic of professionalism and an important
component of professional competence [7].
Competence is a combination of knowledge, skills, and
experience that enables effective action in a particular area.
It integrates personal characteristics and situational factors,
providing the ability to make independent decisions. The
scientific literature extensively uses the concepts of
professional, pedagogical, and didactic competence.
The term "didactics" originates from the Greek word
didaktikos, meaning "teaching." John Amos Comenius, in
his work The Great Didactics, described it as the universal
art of teaching. Modern pedagogy views didactics as the
theoretical foundation for organizing the educational
process.
Didactic competence refers to the ability to solve tasks
related to students’ education and development. The
formation of competence requires a reconsideration of
pedagogical philosophy, strategies, and tactics. For
example, education becomes a tool for modeling human
life,
learned
through
project-based
learning
and
collaboration. This fosters the development of students’
creativity and independence, preparing them for active
professional engagement.
The creative level of didactic competence is characterized
by an individual approach of the teacher to organizing the
educational process. By applying modern theories and
modeling technologies, the teacher develops and improves
methods, participates in innovations, and adapts to
changes. This level promotes the development of students'
independence. Thus, didactic competence includes the
ability of a teacher to solve complex pedagogical problems
arising in the learning process.
The essence of didactic competence is expressed in the
student’s ability to organize the process of teaching a
foreign language based on knowledge and skills in the field
of higher education didactics, as well as their readiness for
creative transformations.
Shitkin highlights key qualities of didactic competence:
profound knowledge of the subject, psychological-
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
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53
pedagogical foundations, and teaching methods. However,
its development remains insufficiently studied, as noted by
researchers such as S. N. Gorycheva, M. P. Endzin, Y. V.
Makhova, V. V. Serikov, E. V. Khramova, and others.
Among foreign researchers like R. P. Milrud and E. V.
Sinyavskaya, their works summarize teachers’ didactic
abilities.
E. B. Balakirev considers improving didactic competence
as a fundamental task of professional training. E. I. Burdina
associates it with the development of creative potential
within the system of continuous education. Studies by N.
V. Borisova, M. P. Bobrova, and others focus on
developing practical skills for secondary school teachers.
Students’ didactic competence is a comprehensive
characteristic of their professional mastery, manifested in
the ability to organize and manage the learning process.
CONCLUSION
The modern education system requires a reconsideration of
approaches to developing students' professional qualities,
with particular attention paid to fostering their didactic
competence. The competency-based approach becomes a
key factor in preparing competitive specialists capable of
effectively adapting to contemporary challenges.
Didactic competence plays a crucial role in shaping
students' professional and personal qualities. It enables
them to solve complex pedagogical tasks, develop and
improve educational technologies, and actively participate
in innovative activities. Research indicates that a
combination of independent learning, reflection, project-
based approaches, and the integration of information and
communication
technologies
contributes
to
the
development of skills necessary for successful professional
performance.
Achieving a high level of didactic competence requires
systematic knowledge updates, the integration of
theoretical training with practical experience, and the
creation of conditions for creative and critical thinking.
Professional practice and collaboration with instructors
hold special significance, as they allow students to gain
deeper mastery of didactic foundations and promote their
further application in practice.
Thus, a comprehensive approach to developing didactic
competence in educational institutions ensures the
preparation of specialists capable of effectively addressing
professional tasks, adapting to changes, and actively
evolving in their professional fields.
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