International Journal of Pedagogics
450
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
450-452
10.37547/ijp/Volume05Issue06-120
Formation of Basic Life Competences in Students in Pedagogical
Practice
Shamuratova Nilufar Shokir qizi
Master's student of Tashkent State Pedagogical University named after Nizami, Uzbekistan
Received:
30 April 2025;
Accepted:
28 May 2025;
Published:
30 June 2025
Abstract:
This article analyzes the content, methodological foundations and effectiveness of the formation of
basic life competencies in students in the process of preparing students for pedagogical practice. In today's rapidly
changing socio-economic conditions, the main task of the education system is to develop not only professional
knowledge and skills in future teachers, but also the ability of students to form basic life competencies such as
adaptation to life, communication, problem solving, teamwork, critical thinking. The article highlights the role of
innovative approaches, interactive methods, and active learning technologies used by students during
pedagogical practice in the formation of these competencies. Recommendations are also put forward to improve
the effectiveness of pedagogical practice.
Keywords:
Pedagogical practice, students, interactive methods, professional training, innovative approaches,
educational technologies.
Introduction:
In today's era of globalization, human life
is not as simple and straightforward as before, but is
closely connected with complex, competitive, changing
events and processes. In such conditions, members of
modern society, especially the younger generation, are
required not only to have knowledge, but also to have
the skills to behave correctly in various life situations,
to understand and solve problems, to think
independently,
to
communicate,
to
express
themselves, to analyze information. These qualities are
expressed in modern pedagogy through the concept of
"basic life competencies".
From this point of view, pedagogical practice is not only
a stage of professional formation of a future teacher,
but also a practical field for the formation of basic life
competencies in students through him. The ability of a
student to independently organize the lesson process,
establish dialogue with students, see the problem and
offer a suitable solution to it, and involve students in
active participation through interactive approaches
depends not only on his theoretical knowledge, but
also on his ability to solve life tasks. Therefore, the
process of preparing students for pedagogical practice
in the education system cannot be limited only to the
formation of the skills of passing lessons. On the
contrary, this process should serve to form pedagogical
strategies aimed at understanding the vital needs of
students and developing competencies that serve to
prepare them for life. After all, the 21st century school
is an institution that sets itself the task of preparing for
life rather than imparting knowledge, and seeks to
form students as independent and active individuals.
In modern education, the concept of "competence" is
not only a set of knowledge and skills, but also includes
practical abilities of a person to make the right
decisions in real life situations, to communicate
effectively, to process information, to adapt to the
social environment. Therefore, basic life competencies
are understood as the most important and universal
competencies that ensure the successful activity of a
student not only in the educational process, but also in
life.
Basic life competencies are currently defined as the
main criteria in international education standards, in
particular, the "8 Key Competences Model" of the
European Union, and in the recommendations of
organizations such as UNESCO and OECD. These
competencies
include
functional
literacy,
communication culture, skills in using information
technologies, preparation for social activities,
International Journal of Pedagogics
451
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International Journal of Pedagogics (ISSN: 2771-2281)
intercultural communication, critical thinking and a
creative approach. This approach is also reflected in the
Concepts of Education of the Republic of Uzbekistan,
which put forward the main goal of education as
ensuring a well-developed and life-ready personality.
The formation of these competencies in students
directly depends on the teacher's methodological skills
and pedagogical strategy. Therefore, in the process of
pedagogical practice, it is of great importance to teach
students not only theoretical knowledge, but also
approaches such as the use of interactive methods,
modeling life situations through situational games,
organizing group and creative work, and awakening the
student's internal motivation. From this point of view,
in practice, activities built on the basis of activity, social
partnership, and reflective analysis serve as a decisive
factor in the formation of basic life competencies of
both the student and the teacher.
So, theoretically, the formation of basic life
competencies is closely related to the student's
personal preparation, methodological knowledge and
culture of using innovative pedagogical technologies.
Therefore, one of the most important tasks facing the
current education system is to train future teachers in
the spirit of new competency-based approaches based
on the requirements of modern life.
Source analysis
The issue of forming basic life competencies is one of
the current directions in modern pedagogical science.
In recent years, scientific research on this issue has
expanded, and many foreign and domestic scientists
have put forward various conceptual approaches in
pedagogical theory and practice. In particular, the 8
basic competency models developed on the basis of
the European Union's "Recommendation on Key
Competencies" [1] (2006, 2018) are now accepted as
universal pedagogical criteria worldwide. These
documents highlight personal, social, civic and cultural
competencies, all of which are becoming the main
goals of school education.
The concept “Future of Education and Skills 2030” [2]
developed by the OECD emphasizes the ability of
students to independently solve future problems,
flexible thinking, information and digital literacy, as
well as the formation of civic consciousness. The PISA
assessment system developed within the framework of
this concept is aimed at identifying competencies
aimed at solving real-life situations in students, which
serves as one of the decisive criteria in today's
pedagogical practice.
Uzbek researchers such as A. Turgunov [3], Z.
Rakhimova [4], D. Yusupova [5] have comprehensively
analyzed the issues of implementing a competency-
based approach in the educational process, developing
modern professional competencies in students, and
integrating basic life competencies into the teaching
process.
In
particular,
D.
Yusupova’s
study
“Harmonization
of
general
and
professional
competencies in vocational education” emphasizes
that the teacher’s personality and methodological
approaches play a decisive role in the formation of
competencies in the process of pedagogical practice.
Also, Sh. I. Islamov [7] a
nd N. A. Komilova’s [6] works
on pedagogical practice highlight the possibility of
forming life competencies in students through the use
of innovative methods (cluster, concept map, role-
playing games, problem tasks). The strengthening of
students’ activit
y, creative thinking, and teamwork
skills through these methods is substantiated by
practical experience.
The analysis of sources shows that in the current
period, the formation of basic life competencies in
students has become the center of the pedagogical
process. However, in the formation of these
competencies, the teacher’s personality, especially the
methodological preparation and approach of the
student-teacher entering pedagogical practice, is of
great importance. In this regard, the existing
theoretical literature in this direction offers strategic
approaches based on the principles of coherence,
integration and reflection.
DISCUSSION
Pedagogical practice is not only a stage of professional
formation of a future teacher, but also an experimental
field that provides an opportunity to directly
communicate with students, understand their needs
and interests, and experience the complexities of the
educational process in practice. It is in this process that
students are faced not only with the task of creating a
lesson plan or conveying the content of the subject, but
also with the task of forming basic competencies that
are important in preparing students for life.
One of the most important issues that needs to be
discussed is the content and effectiveness of
approaches aimed at forming basic life competencies
by students during pedagogical practice. Numerous
observations show that students who are limited to the
traditional form of teaching cannot establish active,
effective communication with students, which limits
the formation of such competencies as independent
thinking, socialization, and problem solving. On the
contrary, students who used interactive methods -
technologies
such
as
clusters,
aquariums,
brainstorming, role-playing games, and "idea groups" -
were able to actively engage students in the lesson,
encouraging critical and creative thinking in them.
International Journal of Pedagogics
452
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International Journal of Pedagogics (ISSN: 2771-2281)
During the discussion, it should also be recognized that
each student demonstrates different levels of
effectiveness in pedagogical practice, depending on his
or her personal approach, communicative abilities,
initiative, and culture of reflective thinking. Some
students teach confidently, communicate with
students, and take into account their personal needs
and interests. Such students are able to form more life
competencies in students. On the contrary, this
indicator is much lower in students who are limited
only to the content of the lesson, are weak in
communication, and do not show initiative. Another
aspect that needs to be discussed is the role of
experienced teachers who guide pedagogical practice.
Their guidance, advice, and active observations serve
as an important incentive for the student to test
himself or herself, work on mistakes, and apply
competencies in practice. Sometimes, when students
are limited to theoretical knowledge, the practical
advice of an experienced teacher helps to instantly
understand many years of knowledge. The student's
activity in pedagogical practice is becoming a criterion
that determines not only his professional competence,
but also the level of effectiveness in the formation of
basic life competencies of students. Therefore, in the
process of organizing pedagogical practice, students
should be given more independence, the opportunity
to use practical exercises, active games and methods
based on communication. Only then will a real
pedagogical educational environment be created that
will serve to prepare students not only for exams, but
also for life.
CONCLUSION
The task of modern education is no longer limited to
providing knowledge. The main goal of it is to form
students as active individuals who can think
independently in life, adapt to the social environment,
communicate and find solutions to complex problems.
In this sense, basic life competencies are the necessary
foundation for today's student to successfully function
in tomorrow's life. This, in turn, is directly related to the
methodological and communicative potential of future
teachers aimed at forming these competencies in the
process of pedagogical practice.
Pedagogical practice is a testing ground for the student.
In this process, he not only applies his theoretical
knowledge to practice, but also enters into real, lively
dialogue with students, gets acquainted with their
interests, needs, and outlook on life. It is during this
dialogue, this activity that the student realizes his true
professional potential and forms his pedagogical
strategy. If this process is established on the basis of
interactive methods, innovative technologies, social
cooperation, and reflection, then life competencies are
successfully formed in students.
In conclusion, it can be said that the formation of basic
life competencies is a holistic expression of pedagogical
skills, a personal approach, the rational use of modern
methods, and the ability to understand the student.
Educating future teachers in this spirit, and thoroughly
preparing them for pedagogical practice, remains one
of the main tasks not only of higher education
institutions, but also of the education system as a
whole. Because tomorrow's school depends on how we
prepare today's student.
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