European International Journal of Pedagogics
30
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
30-34
DOI
3
OPEN ACCESS
SUBMITED
08 March 2025
ACCEPTED
04 April 2025
PUBLISHED
07 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Technologies of
Professional Development
of Future Primary School
Teachers Based on
Functional Literacy
Gafurova Mahfuza Abbasovna
Department of Primary Education Methodology, Doctor of Philosophy in
Pedagogical Sciences (PhD), Fergana State University, Uzbekistan
Abstract:
This article discusses the importance of
thinking skills in enhancing the functional literacy of
primary school students, particularly in developing their
ability to make sound decisions. In modern primary
education methodology, it is essential to define new
requirements for competency development across all
directions, identify its innovative features, and explore
integration factors that contribute to improving the
process. Through theoretical and methodological
justification, the article highlights various types of
competencies
—
such as cultural, axiological, reflective,
didactic,
communicative,
and
methodological
—
necessary
for
enhancing
primary
education
methodology through innovative approaches.
Keywords:
Mathematical literacy, thinking, logical
thinking, reasoning, skills, education, primary,
methodology, innovation, theory, cultural, axiological,
reflective, didactic, communicative, methodological,
approach, necessity, knowledge, skills, proficiency.
Introduction:
Primary school is a crucial and
irreplaceable stage in the process of forming a well-
rounded personality. Specialists working in primary
education are entrusted with the important task of
helping children make a successful start in life.
Therefore, the first teacher must become both a friend
and a mentor to the student. When students transition
from primary to secondary school, many of them face
difficulties adapting to the new learning environment.
Children who have spent four years with a single teacher
often encounter personal challenges when interacting
with subject-specific teachers. These issues are
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European International Journal of Pedagogics
primarily related to changes in assessment criteria and
the increased number of people evaluating them. A
student’s self
-esteem may come into conflict with
teachers’ opinions, creating a complex contradiction.
When students find themselves in conflict-prone
situations, they often experience prolonged stress,
which
significantly
affects
their
academic
performance. The foundation of modern education lies
in preparing individuals for active participation in a
global information society.In the context of
globalization, learners must master various forms of
interaction with the world
—
through inquiry, project
work, activity, communication, and reflection. These
skills are essential for literacy development among
youth, which in turn is one of the key factors of social
well-being.
METHODOLOGY
When studying the concept of "professional
competence," it is important not to overlook the
general meaning of competence. This term emerged in
academic discourse relatively recently, and to this day,
there is no universally accepted definition. A.V.
Khutorskoy
emphasizes
the
importance
of
distinguishing between the often synonymously used
terms "competence" and "competency":
Competence refers to a set of interrelated personal
qualities (knowledge, skills, abilities, and modes of
activity) defined in relation to a specific area of
subjects or processes, and necessary for effective and
high-quality performance within that area.
Competency, on the other hand, is the actual
possession or mastery of a given competence by an
individual, including their personal attitude toward it
and the subject of their activity. Thus, according to
Khutorskoy, competence is seen as an external
requirement
—
something predetermined, a norm or
standard
—
while competency is a developed personal
quality or characteristic [5]
According to B.S. Gershunskiy, being educated means
achieving a level of literacy that meets both societal
and personal necessary maximums and implies having
a sufficiently broad outlook on various aspects of
human and social life [2].
In modern understanding, literacy is not merely the
ability to read, write, and count, but rather the
preparedness of a student for further development of
their educational potential. The content of the term
“literacy” is associated with the basic functional
literacy of an individual. Basic literacy is viewed as a
student’s ability to use fundamental methods of
cognitive activity
—
such as reading, writing, language,
and
computer
literacy
—
required
to
achieve
elementary goals.
Functional literacy, in turn, refers to a student’s ability
to solve non-standard real-life problems in various
spheres of activity based on applied knowledge and
skills. In other words, according to L.M. Perminova,
functional literacy includes general learning skills and
interdisciplinary functional skills necessary for the
practical application of subject-based and additional
knowledge and abilities. These are essential both for
continuing general education and for engaging in
professional education [6]. In the studies of B.S.
Gershunskiy, I.A. Kolesnikova, E.I. Ogaryova, and A.V.
Khutorskoy, functional literacy is examined in terms of
students' educational attainment and outcomes.
According to B.S. Gershunskiy, from the perspective of
being educated, functional literacy is related to the
acquisition by students of a necessary and sufficient
amount of knowledge and skills that will support their
integration into future activities. Functional literacy as
an educational outcome, as seen by teachers, is the
ability of an individual to interact with the external
environment, adapt quickly, function effectively within
it, use acquired knowledge to solve various life
problems, and develop cognitive, emotional, and
behavioral skills that help realize their creative potential
[6].
RESULTS
The components of functional literacy include:
–
knowledge of rules, principles, and general concepts,
as well as the development of skills that form the
cognitive basis for solving practice-oriented tasks in
various spheres of life;
–
skills adapted to humanistic conditions, such as
working with information and conducting business
correspondence;
–
readiness to navigate values and norms of the modern
world, and to improve one’s educational level through
conscious choice.
The content of these components consists of various
types of functional literacy among students. Among the
most significant types are:
✓
General cultural literacy, which involves
knowledge in the fields of natural and human sciences,
as well as artistic and musical culture;
✓
Civic and legal literacy, which refers to
kn
owledge and understanding of one’s rights and
responsibilities in the context of social life;
✓
Social and communicative literacy,
which focuses on mastering verbal and non-verbal
communication
skills
and
developing
mutual
understanding;
✓
Behavioral literacy, which implies
knowledge and understanding of norms of behavior,
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European International Journal of Pedagogics
etiquette rules, and adherence to ethical standards in
various communicative situations;
✓
Technological literacy, viewed as the
ability of an individual to effectively solve problems
arising in the context of professional knowledge;
✓
Health-preserving literacy, which is
aimed at maintaining physical, social, mental, and
spiritual well-being;
Methodological literacy, which involves developing
students' skills in acquiring new knowledge and
deepening existing knowledge through the integration
of theoretical understanding and social experience
—
defined as knowledge about society and the system of
social relations necessary for an individual to function
within a specific social or educational environment [6].
Thus, unlike basic literacy, functional literacy is a
dynamic and integrative construct, the content of
which continually evolves in response to the changing
needs of both individuals and society. The
development of students' functional literacy is
supported by a competency-based approach, which,
according to many researchers, best meets the
modern standards of educational quality in the context
of a developing multicultural society.
G.K. Selevko defines the competency-based approach
in education as "a gradual reorientation of the
dominant educational paradigm from knowledge
transmission to the development of skills and the
creation of conditions for mastering a set of
'competencies'" [7, p. 138]. The content of functional
literacy for graduates of general education schools
includes the following key competencies:
✓
To learn: the ability to benefit from
experience; to structure and interrelate one's
knowledge; to solve problems; to organize one’s
own learning strategies; and to engage in self-
directed learning;
✓
To search: the ability to query
various databases; to consult with experts; to
obtain the necessary information; and to work
with documents;
✓
To think: the ability to connect
events and phenomena from the past and
present; to overcome self-doubt when solving
problems; to take a position in a discussion and
form one’s own opinion; to evaluate social habits
related to health and the environment;
✓
To cooperate: the ability to work in
teams and groups; to resolve disagreements and
conflicts; to negotiate and make decisions;
✓
To take action: the ability to engage
in project activities; to contribute to collective
efforts; to take responsibility for assigned tasks in
diverse conditions; to find innovative solutions to
problems; and to apply modern information and
communication technologies.
DISCUSSION
The level of functional literacy developed by school
students, in turn, depends on the teacher’s le
vel of
competence. According to V.V. Yagupov, teacher
competence is viewed as a systemic and integrative
phenomenon that includes not only knowledge, skills,
and abilities, professionally significant qualities, and
practical and life experience
—
which ensure the
effective
implementation
of
professional
responsibilities
—
but also motivational readiness and a
positive attitude towards the results of their activities
[10]. According to E.S. Palat, a teacher must be
competent not only in their subject area and related
fields of knowledge but also in modern pedagogical and
informational technologies, and be familiar with the
specifics of organizing the educational process using
various teaching methods [5, p. 17].
E.F. Zeer believes that a teacher’s professional
competence is defined through their knowledge, skills,
experience, and the ability to mobilize these in practice
[3, p. 49]. In turn, A.K. Markova sees professional
competence as a teacher's awareness of knowledge,
skills, and their normative characteristics, which are
necessary for conducting pedagogical activities [4].
According to T.G. Brazhe, a teacher's professional
competence is determined not only by their
foundational knowledge and skills but also by their value
orientations, motivations, general culture, and capacity
for developing their creative potential [1]. In
pedagogical theory, there are different approaches to
defining types of teacher professional competence.
These
include
social,
didactic,
psychological,
managerial,
monitoring,
and
autopsychological
competencies, among others. Given the specifics of a
general education school teacher's professional activity,
the following types of competencies can be identified:
general cultural, axiological, didactic, technological,
psychological,
communicative,
methodological,
managerial, reflective, and monitoring. The general
cultural competence of a general education school
teacher implies having a stable system of spiritual,
moral, and cultural values and value-based attitudes
aimed at expanding the cultural foundations of student
education and upbringing. The axiological competence
of a teacher is associated with the level of development
of values that form the internal world of the educator
and contribute to their activity. According to V.A.
Slastenin, such values include: values that promote the
teacher’s self
-affirmation in society, values that affect
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European International Journal of Pedagogics
the development of communicative culture, values
that contribute to self-improvement and self-
expression [8]
Didactic competence, as an integrative unity of
theoretical and practical readiness of the teacher to
form functional literacy in students of general
education schools, is aimed at mastering the
theoretical foundations and patterns of learning. The
level of technological competence is determined by
the teacher's deep knowledge and broad erudition in
defining the goals and tasks of the educational process,
integrating the content of the educational material in
accordance with the level of students’ preparedness,
developing didactic tools, and structuring and creating
theoretical and innovative lessons. Psychological
competence includes the teacher's knowledge of the
patterns of acquiring knowledge, skills, and abilities,
exploring the laws of creative thinking development,
and the relationship between intellectual and personal
development. Communicative competence is aimed at
determining the psychological state and individual
characteristics
of
communication
partners,
establishing positive psychological contact with the
student audience, and modernizing pedagogical
interactions to solve various pedagogical situations.
Methodological competence is directed at the
development of methodological skills for creating
educational and planning documentation, choosing
rational forms of organizing the educational process,
methods and tools of teaching, developing lesson
projects, creating specific teaching methodologies, and
engaging in self-improvement of their pedagogical
activities. Managerial competence ensures the
organization of students' educational activities related
to managing the educational process by using various
forms,
methods,
and
teaching
technologies,
stimulating cognitive, independent, and creative
activity among students. Reflective competence allows
the teacher to realize their individuality through self-
awareness and self-analysis processes, helps to
understand the results achieved, and define the goals
of their pedagogical activities. If necessary, it helps to
correct the corresponding actions.
Diagnostic competence is aimed at identifying the real
state of the educational and upbringing process to
determine the correct strategy and tactics of
pedagogical activity, to monitor and control the
effectiveness of learning, and to assess the alignment
of students' knowledge and skills with the
requirements of educational programs. Monitoring
competence ensures information regarding the results
of students' academic activities, based on the use of
key monitoring methods such as observation, surveys,
interviews, testing, and explication (explanation).
Thus, the main objects of monitoring are the
educational and upbringing process itself, the general
development of the students' personalities, and the
development of their communicative culture.
CONCLUSION
Thus, in order to carry out effective pedagogical activity
in the formation of functional literacy in students, the
teacher must possess a system of competencies that
ensure multifaceted pedagogical activity in the general
education school as a whole.
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ive, methodological, approach, necessity, knowledge,
skills, proficiency
