INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 735
THE STUDY OF THE PROBLEM OF DEVELOPING TEACHERS’ INNOVATIVE
COMPETENCE IN SCIENTIFIC RESEARCH
Orifjonova Madinabonu Mirzohid kizi
2nd-year Master's student, Termiz Institute of Economics and Service
Abstract:
This article explores the psychological tools and methods used to identify the
pedagogical and psychological factors affecting the innovative competence of foreign
language teachers. The research investigates techniques that can be applied in the process of
psychologically supporting intellectually gifted students and provides effective
recommendations.
Keywords:
Social environment, learning activity, innovative competence, problem situation,
intellectual development, emotional success.
Introduction.
Globally, one of the main challenges in higher education is the
improvement of professional training by developing the innovative competence of future
foreign language teachers and optimizing the teaching and learning process through
pedagogical mechanisms. This necessitates the broader application of innovative
methodological approaches in higher education institutions and the implementation of
interactive teaching methods, leading to the development of a modernized didactic foundation
for fostering innovative competence.
The current era of societal development, based on innovation, is characterized by profound
socio-economic changes involving the integration of information and communication
technologies (ICT) into all fields, including education and science, with increased recognition
of the value and role of individuals in the production process.
In this regard, American scholar Alvin Toffler, in his book "Future Shock", emphasized that
society demands the transformation of individuals into more complete human beings,
adaptation to modern conditions, and the evolution of society into a model one. He noted:
“In today’s world, scientific knowledge alone is not enough. People need to acquire
knowledge and skills integrated with international experience.”
Furthermore, Toffler argued that:
“In the modern information world, knowledge is increasingly turning into obsolescence—
what is true today may be false tomorrow. Students must learn how to learn, unlearn, and
relearn. Tomorrow’s illiterate is not the person who cannot read, but the one who cannot
learn” [4, p. 273].
Uzbekistan's new stage of development aims to enrich the content of educational trajectories
and focuses on preparing personnel with exemplary worldviews, high-level professional
competencies, and the capacity to contribute to societal development and individual growth.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 736
The innovative, student-centered teaching style aimed at laying the foundations for the Third
Renaissance does not merely provide a systematized div of knowledge. It also enriches
students’ spiritual values, enables them to effectively use their professional potential in
unpredictable situations, and cultivates the ability to critically and analytically evaluate and
predict processes occurring in their environment.
In pedagogical innovation, the concept of “new” plays a central role. According to V.A.
Slastenin, innovations may be private, conditional, local, or subjective. For instance:
Private innovations
involve updating a specific element of an existing system.
Conditional innovations
result from small changes in parts of the system.
Local innovations
are marked by the application of new elements in specific settings.
Subjective innovations
are innovations that are new to a particular teacher or learner.
In foreign language teaching, innovations include shifts from grammar-translation methods to
communicative approaches. The rising demand for language instruction has necessitated
structural changes in language teaching content and methodology.
For example, the inclusion of emphatic constructions, idioms, and causative passive forms in
English as standalone instructional elements reflects conditional innovations that shift
classroom processes while retaining core grammar.
Reforming the linguistic competence of future foreign language teachers in line with
innovative developments in language education systems is essential. Mechanisms must be
designed to develop linguistic competence, especially among students who show low
performance.
Different scholars have offered varied perspectives on the terms "competence" and
"competency." According to D. Raven in his 2002 work "Competence in Modern Society:
Identification, Development, and Realization",
“Competency is composed of multiple competencies, many of which are independent of each
other. Some are cognitive in nature, others emotional... These competencies complement and
enhance one another and are critical to effective self-management” [7].
Conclusion.
Education based on a competency-based approach aims to prepare highly
qualified future foreign language teachers who can contribute to the stable development of
society and the economy and find their place in the labor market. The development of
innovative competence is not only a demand of modern pedagogical reform but also a
guarantee for nurturing professionals who can respond flexibly to new challenges, think
critically, and integrate global experience into their professional activities.
Today, the field of education is witnessing the development and widespread adoption of
innovative pedagogy
. This emerging branch of pedagogy is driven by the need to restructure
traditional teaching and learning systems in line with modern requirements. Scholars
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 737
emphasize that classical pedagogical theories have become outdated and are no longer
effective in educating the new generation in today's rapidly changing world.
The main task of innovative pedagogy is to revise and reconstruct the existing education
system using creative, research-based, and technology-integrated approaches. This involves a
shift from teacher-centered instruction to learner-centered strategies that foster independent
thinking, creativity, and active participation.
Pedagogy, as a scientific system of knowledge, is founded on principles such as objectivity,
consistency, scientific validity, and internal harmony. In designing any pedagogical system,
these principles must be strictly observed. In particular, innovative pedagogy must be based
on scientific methods and not influenced by ideological biases. The primary indicator of
objectivity is the alignment of pedagogical knowledge with the intellectual development and
needs of learners.
In conclusion, innovative pedagogy is not merely about introducing new tools or
methods — it is about fundamentally transforming the educational process. It aims to equip
learners with the skills, competencies, and mindset necessary to thrive in a complex and
technology-driven world. Therefore, innovation in education is not a luxury, but a necessity
for the sustainable development of society.
References:
1. Ishmukhmedov, R., Abdukodirov, A., & Pardayev, A. (2008). Innovative Technologies in
Education (Practical Guidelines for Teachers of Educational Institutions). Tashkent:
Iste’dod Foundation.
2. Mukhammadiev, G.I. (2004). Scientific and Theoretical Foundations of Modern
Pedagogical Technologies: A Study Guide. Jizzakh.
3. Olimov, K.T. (2011). Pedagogical Technologies. Tashkent: Science and Technology.
4. Ochilov, M. (1976). The Ethics of Teaching. Tashkent: O‘qituvchi Publishing House.
5. Ochilov, M. (2000). New Pedagogical Technologies: Lecture Notes.
6. Salimova, N. (2001). Education in the UK and Finland: International Perspectives.
Ma’rifat Newspaper.
7. Tolipov, U., & Usmonboyeva, M.U. (2006). Research Foundations of Pedagogical
Technologies: A Study Guide. Tashkent: Science Publishing House.
8. Usmonov, N. (2002, February 13). Vocational Education in Germany. Ma’rifat
Newspaper.
9. Erkhonova, Yu. (2002, February 27). France’s Educational Excellence Standards.
Ma’rifat Newspaper.
10. Fayzullayeva, D.M., Ganiyeva, M.A., & Ne’matov, I. (2013). A Collection of Teaching
Technologies for Theoretical and Practical Lessons: Methodological Manual. Tashkent:
TDIU.
11. Shodmonova, Sh.S., & Ergashev, P.S. Religious Pedagogy: Methodical Manual.
12. Amonashvili, Sh.A. (1990). Personality-Based and Humanistic Foundations of the
Pedagogical Process. Minsk.
13. Angelovski, K. (1991). Teachers and Innovations. Moscow.
