International Journal of Pedagogics
175
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
175-177
10.37547/ijp/Volume05Issue06-48
Professional Competence Of The Teacher And Improvement Of
Pedagogical Skills
Jumaniyozova Muhayyo Tojiyevna
Doctor Of Pedagogical Sciences (Dsc) Uzbekistan State University Of World Languages, Uzbekistan
Received:
14 April 2025;
Accepted:
15 May 2025;
Published:
18 June 2025
Abstract:
This article will talk about the peculiarities of adult education and the issues of applying a creative
approach to adult education.
Keywords:
Educational needs, adult education, creativity, competence.
Introduction
In the global community, modern directions of
professional development are advancing toward a
world
of
education
that
recognizes
the
interdependence of peace and progress, such as
“education that supports peace, human rights, and
democrac
y,” “education that supports development,”
and “education enabling the free and full development
of the individual.” This global trend values “dignity and
equal rights” from the perspective of both the
individual and society, and promotes the right to
choose education and access educational opportunities
based on individual needs.
In the personnel training systems of developed
countries, there is a growing emphasis on developing
flexible (soft skills) competencies as transprofessional
skills in a social environment through acmeological,
innovative, competence-based, systemic, andragogical,
integrative, axiological, and heutagogical approaches.
Additionally,
great
importance
is
given
to
individualizing the content of professional-pedagogical
education and enhancing creative competence in
digital technologies and digital learning environments.
International
documents
adopted
for
adult
education
—
such as the Hamburg Declaration on Adult
Learning (1997); the UNESCO Declaration on the
Content and Future of Adult Education; the Dakar
Framework for Action: Education for All: Meeting our
Collective Commitments (UNESCO); The Right to
Education (UNESCO); the European Commission
Declaration; Lifelong Learning in Europe: Moving
Towards EFA Goals and CONFINTEA V; the Agreement
on Cooperation in Professional Development and
Qualification Enhancement of Teachers among the
Member States of the Commonwealth of Independent
States (Yalta, 2007); and the Marrakech Framework for
Action: Harnessing the Transformative Power of Adult
Learning and Education (CONFINTEA VII, Morocco,
2022)
—
establish international standards for aligning
adult education with the needs of a technology-driven
society.
In pedagogical research, thinking and creativity are
considered to be closely interconnected, with the idea
that every person’s thinking is always—
at least to some
minimal extent
—
creative (A.V. Brushlinsky). Creativity
is interpreted as the ability to identify and formulate
problems, generate numerous ideas, demonstrate
flexibility and originality, and analyze and synthesize
problems (J. Guilford).
According to V.I. Andreev, a person's creativity
manifests in various areas of human activity, especially
where contradictions or problematic tasks are present,
and where social or personal significance, originality,
and novelty of the process or result are involved. A.
Maslow views creativity as a distinct type among
intellectual abilities
—
inherent to everyone, yet one
that tends to diminish in personal activity under the
influence of environmental factors.
In our country, the methodological development of the
system of retraining and professional development, as
well as the formation, enhancement, and diagnostics of
teachers’ professional competencies based on the
principles of continuity and coherence, have been
studied in the scientific works of J.G. Yuldoshev, R.Kh.
Djuraev, N. Muslimov, O. Musurmanova, Kh.
Ibragimov, B.S. Abdullaeva, U.K. Tolipov, Sh.Q.
Mardonov, A.A. Khalikov, D.I. Yunusova, O.A.
International Journal of Pedagogics
176
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Qoysynov, A.D. Asqarov, A.S. Djuraev, S.Yu.
Makhmudov, M.T. Mirsoliyeva, M.A. Yuldashev, G.
Ibragimova, F. Zokirova, Sh. Pozilova, A.R. Aripdjanova,
M.J. Shodieva, and N. Karimova.
The analysis of these studies shows that creativity has
been examined in the following directions:
The first direction studies creativity through the
products created, focusing primarily on the quantity,
quality, and significance of the creative outputs.
In the second direction, creativity is studied as a
process. Like any process, the creative process also has
a beginning, duration, transformation, and accordingly,
a certain conclusion. In this case, the focus is not on the
creation of an objective or ideal creative product, but
on identifying the various stages, levels, and types of
the creative thinking process.
The third direction analyzes creativity as a capacity or
ability.
The fourth direction links creativity with the process of
self-activation and self-development of the individual,
emphasizing the creativity of a self-activated specialist.
As a general conclusion of studies conducted in the
early 21st century, R. Epstein introduced the concept of
“creative competence” into science, defining it as the
readiness to adapt and apply acquired knowledge and
skills to various non-standard situations.
Creative competence is recognized as one of the key
types of professional competence, and increasing
attention is being paid to studying the specific features
of creative competence across different fields and
professions. For example:
•
the
creative
competence
of
future
mathematics teachers (I.S. Bekeshova),
•
the creative competence of future philologist-
educators as an integrated, multi-factorial personal
capacity (I.Ye. Bryakova),
•
students’ creative competencies aimed at self
-
directed learning (A.M. Davtyan),
•
the development of creative potential in in-
service mathematics and informatics teachers through
digital technologies (A.A. Aripdjanova),
•
and the development of professional
competence through a creative approach (N.S.
Khojayarova), among others.
The concept of “competence” is a complex pedagogical
category, and its structure can be divided into four
main components:
1.
Professional orientation
2.
Professional competence
3.
Personal qualities of professional significance
4.
Psychophysiological characteristics relevant to
the profession
Creative competence is characterized by such qualities
as the ability to quickly perceive situations, rapid
engagement with problems, speed of thinking, broad
cognitive scope, analytical skills, critical thinking
abilities, and the presence of innovative approaches in
problem identification and solution generation.
As a process, creative competence reflects the
professional growth of a teacher and gradually evolves
into a value grounded in self-development, working on
oneself, and the desire for independent learning.
In the field of social and humanitarian education, the
creative competence of teachers is a constantly
developing dynamic phenomenon, which typically
follows a non-linear developmental trajectory. This is
due to several factors, including:
•
the teacher's efforts to improve their own
qualifications and professional level,
•
the awareness of their professional needs,
•
the presence of both internal and external
motivation, and
•
the influence of various situations and
processes, as well as material and moral factors.
In modern education, social and humanitarian sciences
distinguish themselves by fostering developed civic
consciousness and essential moral qualities in
individuals and society, while also shaping in the
younger generation the ability to objectively evaluate
contemporary social phenomena. Pedagogically, these
disciplines serve several important functions:
•
the function of intellectual development of
learners,
•
the function of shaping socio-humanitarian
thinking based on an intercultural approach, and
•
the function of establishing social and
humanitarian discipline in learners.
Social and humanitarian sciences are directed toward
the formation of mentality, emdiving the deep
foundations of human behavior. They aim to instill
stable moral, ethical, and cultural values in the
consciousness of learners, thereby ensuring continuity
in the civilizational, economic, national, moral, and
intellectual life of society. These sciences help learners
to:
•
correctly understand truth,
•
perceive and communicate information
effectively, and
•
appreciate the significance of the moral and
spiritual dimensions of social life.
From this perspective, we arrive at the conclusion that
the concept of competence acquires a clear and
meaningful essence: it integrates psychological,
pedagogical, and social resources (including skills and
competencies) and represents the means and
processes through which professional needs are
fulfilled and mobilized.
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