Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
344
Abstract:
This article is devoted to the implementation of competence-based approach
in training of future teachers of foreign languages. It is due to the accelerating world pro-
cesses of globalization and informatization. The concept of professional competence of a
teacher is a unity of theoretical and practical training in the general structure of a person
and characterizes his professional skills.
Key words:
competence,
sociocultural competence, competence approach,
profession-
al activity.
The era of globalization requires humanity to keep up with the times. Therefore,
it is desirable that specialists from various fields know and communicate in several
foreign languages, in addition to being fluent in their native language. For this, it is
important to improve the system of studying and teaching foreign languages with
more modern methods and organize lessons based on digital technologies.
In the Republic of Uzbekistan, special attention is paid to the issues of training in-
novative and creatively thinking modern personnel, educating young people in the
spirit of patriotism and high spirituality, learning foreign languages, especially English.
Currently, in the development of the system of teacher education, students stand
out who think independently and can make the right decisions in various situations.
Nowadays, not only in our country, but throughout the world, interest in learn-
ing foreign languages is growing every day. It is quite natural that the need for
knowledge of a foreign language increases at a time when the world community
boldly and actively enters the world market. Therefore, today the comprehensive
maturity of a specialist in this field is determined by his knowledge of several for-
eign languages in addition to his native language. In accordance with the Decree of
the President of the Republic of Uzbekistan of May 19, 2021 “On measures to raise
to a qualitatively new level activities to promote the study of foreign languages in
the Republic of Uzbekistan”, the Agency for the Promotion of the Study of Foreign
Languages was established under the Cabinet of Ministers. The adoption of this
resolution determined that training of qualified teachers in this area is one of the
topical issues of our time.
MUKHAMMADIEV FERUZ
GAFURJONOVICH
PhD Student, National
University of Uzbekistan
named after Mirzo Ulugbek,
Tashkent, Republic of
Uzbekistan
THE ROLE OF
COMPETENCE-
BASED APPROACH IN
PREPARING FUTURE
ENGLISH TEACHERS
https://doi.org/10.47689/STARS.university-pp344-346
STARS International University
345
Theoretically, competence is a set of various interrelated abilities and character-
istics of a person necessary for effective work in a particular area. Competence is
a manifestation of the performance of algorithm through human capabilities. Com-
petence is purposeful actions and activities of a person as a specialist, fully demon-
strating his capabilities. Systematization of the results of human cognitive activity,
in contrast to knowledge that exists in the form of concepts and ideas, competence
is determined only in practice. In general, competence is the practical application of
existing knowledge, skills and abilities, the ability to provide the missing knowledge
is a derivative of the necessary knowledge, skills and abilities, characterized by the
manifestation of one’s abilities. Therefore, unlike knowledge, competencies corre-
spond to the ability to perform a practical task.
Therefore, in the classification of N. Chomsky, “competence” is a set of charac-
teristics attributed to a language, and it is understood as a set of individual charac-
teristics necessary for understanding the linguistic essence of a language [3].
It is necessary to mention the name of David McClelland (David McClelland) as
the founder of the competence-based approach to the management of teaching
staff. According to him, rapid economic development and growth is a matter of
staff remuneration, and the economic idea does not become effective on its own,
but there must be personnel and their competence to implement this idea [4].
It is advisable to implement a competency-based approach in the training of fu-
ture teachers of English as qualified specialists.
The competence-based approach is a set of general principles for setting educa-
tional goals, choosing the content of education, organizing the educational process
and evaluating educational results.
According to such scientists as V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov,
competence reflects the relationship between knowledge and action, i.e. empha-
sizes the practical orientation of competence. The competency-based approach
assumes that the practical side of learning will be significantly enhanced [1].
Consequently, the entry of the word “competence” into scientific circulation,
starting with the definition of a linguistic personality, and now becoming one
of the main goals of all pedagogical processes, shows its evolutionary develop-
ment.
If from the period of pedagogy of Y.A. Komensky, the goal of transferring knowl-
edge and training was focused on the process of forming a person’s knowledge,
skills and abilities, now the main essence of a professional is interpreted in connec-
tion with the concepts of “competence” and “competence”.
Knowledge, skills and abilities are educational goals and cultural and social val-
ues, and competence and competence, in contrast to them, are units of a market
economy and professional activity. According to K.Ya. Riskulova, “competence”
means a set of professional laws, principles, requirements, rules, duties, tasks and
responsibilities, as well as personal deontological norms necessary for the owner
of a particular profession. Competence is related to the practical activity of a per-
son and is the ability to demonstrate the norms of competence in work experience
based on creativity, based on the requirements of society. The main criterion of
competence is determined by effective activity, training of competitive personnel
[7]. I.N. Ilkhamova believes that sociocultural competence includes international lin-
guistic, sociolinguistic and culturological competences [2].
Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
346
A.K. Markova research revealed all aspects of a teacher’s professional compe-
tence. According to A.K.Markova, if a teacher carries out his professional activities
effectively and can bring students to a higher level in education and training, his
work becomes competent [5].
Thus, the competence-based approach is aimed at the comprehensive mastery
of knowledge and practical methods of successful work in important areas of life
for the benefit of the state, society and the individual. The purpose of the compe-
tency-based approach is to try to bridge the gap between the student’s theoretical
knowledge and their practical application, from the point of view of modern educa-
tion. According to the traditional approach, the more knowledge a student acquires
in the learning process, the higher is his educational level. But in modern conditions
this is no longer relevant. From the standpoint of the competency-based approach,
the level of education is determined not by the availability of knowledge, but by
the ability to solve problems of varying complexity based on existing knowledge.
If in the traditional approach the solution of problems is considered as a stage of
consolidating the acquired knowledge, then in the competence-based approach it
is considered as the content of educational activity.
REFERENCES:
1. Зимняя И.А. Ключевые компетенции как результативно-целевая основы
компетентностного принятия в образовании / И.А. Зима. – М.: Исследовательский
центр проблем качества подготовки специалистов, 2004. – С. 30.
2. Ильхамова
И.Н. Совершенствование речевых навыков в контексте
социокультурной компетентности студентов в сфере нефилологического
образования. Кандидат наук. (доктор философии) дисс. Автор. – Ташкент:
2019. – Б. 10
3. Кадырова М.Т. Теория компетентностного подхода и взгляды на его
педагогическое содержание // Молодой ученый. 43(333)-2020 – С. 343–345 /
https://moluch.ru/archive/333/74450/.
4. Макклелланд Д. Компетентностно-ориентированные задачи в системе
высшего образования – СПб, 2014. – С. 4.
5. Маркова А.К. Психология – это профессионализм. – М.: Знание, 1996. – С.
18.
6. Назарова Н.М. Специальная педагогика. М.: «Академия», 2005. – С 345–346.
7. Рискулова
К.Ю. Система формирования социолингвистической
компетентности будущих учителей английского языка. Кандидат наук. (доктор
наук) дисс. Автор. – Ташкент: 2017. – Б. 14.
