Volume 04 Issue 12-2024
48
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
48-53
OCLC
–
1368736135
A
BSTRACT
The article examines the analysis of key competencies of functional literacy, types and content of functional
literacy, and its main components. The research hypothesis is based on the assumption that the proposed
competencies for multifaceted pedagogical activities will effectively influence the level of professional
competence formation in teachers, aimed at developing functional literacy in schoolchildren.
K
EYWORDS
literacy, competence, competencies, professional teacher competence, functional literacy.
I
NTRODUCTION
Global changes occurring in all spheres of life also
manifest in education. This is primarily due to the
acceleration of socio-cultural transformations.
There is a noticeable mismatch between the
development of education and the overall level of
cultural and technical surroundings. The
centuries-old system of transmitting experience
and traditions has been disrupted. The time
required to implement the latest scientific and
technological achievements into practice is
rapidly shrinking, and the skills acquired often
become obsolete. An analysis of the modern
educational situation in philosophical, socio-
economic,
and
psychological-pedagogical
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
DEVELOPMENT OF TEACHERS' PROFESSIONAL
COMPETENCE IN FORMING STUDENTS' FUNCTIONAL
LITERACY
Submission Date:
December 02,
2024,
Accepted Date:
December 07, 2024,
Published Date:
December 12, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-08
Gafurova Maxfuza Abbasovna
Doctor of Philosophy in Pedagogical Sciences (PhD) at Department of Methodology for Primary Education
at Fergana State University, Uzbekistan
Volume 04 Issue 12-2024
49
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
48-53
OCLC
–
1368736135
contexts substantiates the need to revise the
content of functional literacy. Functional literacy
is defined as "a level of knowledge and skills that
increases with societal development and the
growing needs of individuals, essential for full
and effective participation in the economic,
political, civic, social, and cultural life of their
society and country, to contribute to their
progress and for personal development" [1].
Literacy is a certain level of proficiency in reading
and writing skills, i.e., the ability to work with
printed words (in a more modern sense, it
encompasses reading, writing, arithmetic, and
document management skills). At the same time,
the concepts of "minimal literacy" and "functional
literacy" were introduced. The former refers to
the ability to read and write simple messages,
while the latter relates to the ability to use
reading and writing skills in social interactions
(e.g., opening a bank account, reading
instructions for a purchased music center). In
other words, functional literacy is the level of
proficiency that enables an individual to engage
effectively in social environments.
In today's dynamically developing society, the
concept of "literacy" has significantly expanded.
Alongside the traditional understanding of
literacy as the ability to read, write, and perform
arithmetic, the term "functional literacy" has
gained prominence. It is relatively new, appearing
in UNESCO documents in the late 1960s and later
becoming a focus of researchers [2]. Until about
the mid-1970s, the concept and research strategy
were associated with professional activities,
aimed at compensating for deficiencies in
knowledge and skills in this area. This approach
was later deemed one-sided. Functional literacy
began to be viewed more broadly, encompassing
computer literacy, political literacy, economic
literacy, etc. [3]. American researcher E. D. Hirsch
introduced the concept of "cultural literacy,"
identifying 4,500 items, names, dates, and events
that culturally literate Americans should know.
The results of his research were published in
1988 [4].
The concept of "functional illiteracy" is used in
various contexts: secondary illiteracy of
individuals who previously possessed the
relevant knowledge and skills but lost them due
to lack of demand; underdevelopment of certain
skills and applied knowledge due to deficiencies
in school education; increasing social demands on
the level of functional literacy as society evolves,
resulting in people failing to meet new literacy
standards; illiteracy in performing new functions
in professional activities (e.g., economic,
computer, legal illiteracy).
In a broad sense, functional literacy represents an
integral quality of personality, which can be
considered in various aspects. Invariant aspects
include mathematical, reading, and scientific
literacy. Other aspects, such as financial literacy,
global competencies, and creative qualities of
personality, become the focus of the pedagogical
community as they gain relevance. According to P.
R. Atutov's concept, functional literacy is viewed
from two perspectives: "The first is related to
equipping students with the necessary and
sufficient volume of knowledge, skills, and
competencies to ensure their readiness for future
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
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Pages:
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OCLC
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1368736135
activities with an adequate foundation for
effective practical work over an extended period.
The second is associated with fostering the
motivation for continuous improvement of
knowledge, skills, and personal qualities,
enabling individuals to remain professional and
responsive to rapidly changing informational and
technological conditions" [5].
To assess functional literacy, students are offered
tasks requiring solutions to problems that differ
from traditional school assignments and are
characteristic of real-life situations. These
situations are usually new to students, related to
personal life, work, leisure, or societal life. The
tasks require students to apply existing
knowledge and skills gained in various school
subjects in a new context, develop approaches to
problem-solving, and demonstrate flexibility in
thinking. The central element of such tasks is the
concept [6]. A key feature of this concept (from
Latin conceptus
—
thought, idea) is a system of
values and meanings describing an object. The
concept defines the meanings, memories,
impressions, and values it actualizes and unifies
into a cohesive system [4, p.12].
Completing tasks aimed at developing and
assessing functional literacy emphasizes the
applicability and potential utility of acquired
knowledge and skills, preparing students for
future practical activities. Undoubtedly, designing
such tasks poses a methodological challenge.
Tasks for developing and assessing functional
literacy often feature large volumes of text. The
structure of such tasks includes the following
components:
Task title reflecting the theme or plot, often in a
figurative form.
Plot describing interconnected events, factors,
and phenomena providing the task's context.
Task prompt orienting the student within the
task's context and motivating completion.
Task formulation clearly indicating the required
student actions to complete the task.
Evaluation criteria detailing expected responses
and scoring.
The task plot describes a situation requiring
resolution through problem-based questions or
activities demonstrating the applicability of
knowledge. The plot's content typically aligns
with the needs and interests of a specific student
group, building on cultural experiences while
fostering creative engagement with new
knowledge.
A problem situation represents a cognitive
challenge characterized by a conflict between
existing knowledge, skills, and attitudes and the
presented requirements. Understanding different
classifications of problem situations broadens the
teacher's ability to formulate meaningful
challenges for students. Problem situations can
be classified by:
Novelty: discovering objectively new knowledge
or methods, acquiring subjectively new
knowledge
for
students,
or
identifying
opportunities to apply known knowledge and
methods in new contexts.
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
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Pages:
48-53
OCLC
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1368736135
Level of difficulty: depending on the sharpness of
the contradictions.
Description level: theoretical tasks focusing on
general principles underlying actions or practical
tasks seeking new ways to apply known
knowledge in unconventional practical contexts.
Works by domestic researchers analyzed the
foundational levels of competence used as a basis
for test creation. The results of this analysis are
summarized in Table 1.
Table 1.
Competence area
Competence Level
High
Medium
Low
Working with text:
Information
retrieval
Work with texts
containing
unreliable or
conflicting
information.
Combine multiple
pieces of
information from
texts with
unfamiliar content.
Find directly
stated
information in
texts with
familiar content.
Working with text:
Interpretation
Demonstrate
complete and
detailed
understanding of
ambiguous and
contradictory texts.
Interpret the
meaning of the
entire text and its
parts.
Understand the
main idea of the
text and its
parts.
Working with text:
Evaluation and
reasoning
Evaluate conflicting
information and
formulate
hypotheses based
on long and
complex texts.
Assess
information in a
text with content
beyond everyday
experiences.
Use personal
experience and
additional
knowledge to
explain familiar
content.
Mathematics
Identify a problem
in a real-life
situation solvable
with mathematics
and create a
solution model.
Establish
connections and
integrate material
from various areas
of mathematics.
Recall facts and
methods,
perform
calculations.
Volume 04 Issue 12-2024
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VOLUME
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OCLC
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1368736135
Scientific
knowledge
Create explanatory
and predictive
models, evaluate
alternative
viewpoints.
Use scientific
knowledge to
explain and
predict natural
phenomena.
Provide
examples and
support already
formulated
conclusions
When describing the low level of competence,
traditional pedagogical terms and definitions are
used, such as providing an example, performing a
calculation (in a standard problem), or finding
information directly stated in a text with familiar
content. In contrast, the description of a high level
of competence employs key terms such as
uncertainty, ambiguity, contradiction, insufficient
reliability of information, the presence of
alternative viewpoints, and others [7]. However,
their repeated application in the development of
training tasks helps students develop an
algorithm for solving problem-based tasks
encountered in real life and contributes to the
development of functional literacy. Functional
literacy is an essential condition for the successful
adaptation of young people to their environment.
In modern conditions, it serves as a guarantee of
survival and an attribute of lifelong learning.
Functional literacy also reveals a social aspect:
the ability of young people to apply practical
knowledge and skills depends on the material
standing of their families and their social status.
Thus, for effective pedagogical activities aimed at
forming functional literacy in schoolchildren, a
teacher must possess a system of competencies
that enable multifaceted pedagogical work within
the general education school.
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48-53
OCLC
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1368736135
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