European International Journal of Pedagogics
89
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
89-91
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Some issues of forming
the professional
competence of teachers of
fine arts
Nurtayev Urinboy Nishonbekovich
Head of the Department of Fine Arts, PhD, Professor at Nizami Tashkent
State Pedagogical University, Uzbekistan
Adxamova Oltinoy
1st-Year Master's Student in Fine Arts at Nizami Tashkent State
Pedagogical University, Uzbekistan
Abstract:
This article discusses and reflects on the
important aspects of improving the professional
competence of future teachers of fine arts and the
directions and mechanisms of forming professional
competence, the conditions and opportunities for its
development, describes the concepts of competence
and competence, their similarities and differences,
types of professional pedagogical competencies, stages
of pedagogical competence formation, and provides
some information.
Keywords:
Competence,
competence,
teacher,
education, specialist, personnel, fine arts, society,
student, experience, qualification.
Introduction:
The modern education system sets the
requirement of preparing highly qualified, ambitious,
competitive, initiative-driven, and intellectually and
physically
healthy
individuals.
The
2017-2021
Development Strategy of the Republic of Uzbekistan
emphasizes the need to nurture a highly knowledgeable
and intellectually developed generation and establish a
competent scientific-pedagogical cadre reserve in
higher education institutions. This raises fundamental
questions: What is a competent teacher? How does
their formation process occur? To answer these
questions, it is essential to clarify the concepts of
"competence" and "competency." Many teachers do
not fully understand the distinction between these
terms.
The Presidential Decree of the Republic of Uzbekistan
No. PF-5847, dated October 8, 2019, which approved
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European International Journal of Pedagogics
the "Concept for the Development of Higher Education
in Uzbekistan until 2030," outlines key tasks, including
the introduction of digital technologies and modern
teaching methods, the broad involvement of youth in
scientific activities, the fight against corruption,
increasing the share of students in engineering-
technical fields, implementing the credit-module
system, and expanding practical training in specialized
disciplines.
According to this Concept, the goal is to enhance
access to higher education, prepare highly skilled,
creative, and systematically thinking professionals
capable of making independent decisions while
fostering their intellectual abilities and personal
integrity. The reforms in all sectors of Uzbekistan
necessitate training specialists who meet the demands
of contemporary society. Strengthening the education
system and aligning it with modern requirements is a
top priority. Preparing specialists and integrating
educational reforms is closely linked to these
objectives.
Developing professional competence in future fine arts
teachers is particularly significant. The concepts of
competency,
competence,
and
professional
competence have become central issues in modern
research. Scientific, pedagogical, and psychological
sources define these as complex, multi-dimensional
concepts shared across all disciplines. Therefore,
interpretations and explanations of these terms vary in
content and logical structure.
METHODOLOGY
Enhancing the professional competence of future fine
arts teachers involves acquiring and applying
knowledge, skills, and abilities essential for
professional activities. A teacher must not only possess
individual competencies but also master specialized
knowledge and practical skills in their field.
Professional competence requires educators to
continuously enrich their subject knowledge, stay
updated with new information, apply innovative
teaching methods, and refine their pedagogical skills.
Competence includes a teacher's education, skills,
abilities, and experience, encompassing their capacity
to perform specific professional tasks effectively.
Modern education aims to cultivate responsible and
well-rounded individuals who can meet the needs of a
democratic society. The professional competence of
teachers significantly impacts students' lives and social
development. The core principle of education is
fostering intellectual and moral growth through
independent, goal-oriented activities in various fields.
Pedagogical
Competence
and
Professional
Development
Pedagogical activity is a social function based on the
teacher-student relationship, aiming to achieve
educational objectives. One of the key conditions for the
effectiveness of pedagogical work is a teacher’s
professional and pedagogical competence. In the
continuous education system, training teachers who
meet contemporary requirements necessitates a well-
structured approach to professional and personal
development.
In fine arts education, fostering creative thinking,
adaptability, competitiveness, and technological
proficiency is crucial. Students must be trained to
integrate digital tools, e-books, multimedia, and
modern information technologies into their practice.
This fosters independent thinking, analytical skills,
professional mastery, and computer literacy, ultimately
shaping their intrinsic motivation for lifelong learning.
Analysis of Literature
In scientific literature, the term competence is derived
from the Latin word "Competentio" (Competo
–
to
achieve, to correspond, to match). It refers to an
individual’s ability to solve professional problems using
personal and acquired knowledge.
Professional competence encompasses the acquisition
of specialized knowledge, skills, and abilities essential
for career success. A competent teacher not only gains
theoretical knowledge but also demonstrates problem-
solving abilities, adapts to new information, and
effectively applies knowledge in professional activities.
The development of professional competence occurs in
stages:
1.
Acquiring specialized education.
2.
Gaining practical knowledge and skills.
3.
Engaging in professional development through
specialized courses and training.
4.
Accumulating work experience.
5.
Achieving professional expertise.
6.
Enhancing competence through continuous
learning and experience.
A teacher's professional journey begins in higher
education institutions, where they receive training in
pedagogy, subject-specific knowledge, and essential
teaching skills. Seminars, practical sessions, and
laboratory work not only reinforce theoretical
knowledge but also develop practical competencies
essential for real-world teaching.
Following graduation, mentorship programs play a
crucial
role
in
professional
growth.
School
administrators and experienced educators help young
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teachers observe, analyze, and refine their teaching
methods. The transition from theory to practice builds
confidence and professional identity.
CONCLUSION
Mastering the teaching profession and pedagogical
skills depends on a young teacher's ability to integrate
into the professional community, embrace challenges,
learn from mistakes, and persistently improve.
Professional competence requires self-discipline,
continuous learning, and professional development.
In Uzbekistan, advancing fine arts education according
to national values and global standards is a pressing
issue. The goal is to align fine arts education with
societal needs, educational reforms, and modern
methodologies. The development of competent fine
arts teachers is essential for fostering artistic creativity,
cultural awareness, and professional excellence in
future generations.
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