International Journal of Pedagogics
134
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
134-137
10.37547/ijp/Volume05Issue06-37
A Model For Developing The Professional Competence Of
Future Pedagogy Teachers
Latipova Marifat Salohiddin qizi
Lecturer, Department of Pedagogy and Psychology Tashkent University of Social Innovations, Uzbekistan
Received:
14 April 2025;
Accepted:
15 May 2025;
Published:
18 June 2025
Abstract:
This article analyzes the theoretical and methodological foundations of a model aimed at the formation
and development of the professional competence of future pedagogy teachers. The concept of competence, its
components, and its significance in the educational process are explained based on scientific literature. Within
the scope of the research, a model for developing professional competence in accordance with modern
educational requirements is proposed, and its effectiveness is substantiated through practical experience. The
article contributes to enhancing the efficiency of training pedagogy teachers in higher pedagogical educational
institutions.
Keywords:
Professional competence, pedagogy subject, pedagogical model, prospective teacher, methodology,
development.
Introduction:
The modern education system operates
under the conditions of continuous updates brought
about by scientific and technological progress, socio-
economic
changes,
advancements
in
digital
technologies, and global integration processes. These
dynamics, in turn, demand that all participants in the
pedagogical
process
—
particularly
prospective
educators
—
become specialists who possess modern
approaches, think innovatively, make independent
decisions, and are professionally competent.
This requirement is especially crucial for future
teachers of the pedagogy subject, as they are directly
involved in shaping the moral and ethical foundations
of society. They play a pivotal role in fostering values
among youth such as civic consciousness, patriotism,
humanism, social responsibility, a sense of justice, and
respect for cultural values. Today, the professional
competence of teaching personnel has become a key
factor in enhancing the quality of education,
developing human capital, and achieving sustainable
social progress. In particular, the professional training
of pedagogy teachers is defined not only by their
theoretical knowledge but also by their practical skills
in educational activities, as well as their personal and
social competencies. This highlights the necessity of
preparing specialists who are adaptable to the modern
pedagogical environment, capable of effectively
applying innovative technologies, understanding each
learner individually, and systematically organizing the
educational process.
Professional
competence
is
a
complex,
multidimensional concept that encompasses not only
traditional knowledge and skills but also moral values,
a personal stance, creativity, communication skills, the
ability for reflective analysis, and social responsibility
—
qualities inherent to a modern teacher.
Developing these competencies must not be left to
chance; rather, it should be carried out through a
systematic, phased, and scientifically grounded
approach. For this reason, structuring professional
training on the basis of a competency-based approach
has become an urgent issue in pedagogical education
today.
One of the key responsibilities facing higher
pedagogical institutions is to prepare future teachers of
the pedagogy subject not only with theoretical
knowledge but also as specialists equipped with
practical skills and methodological competencies,
capable of organizing effective educational processes
that contribute to students' personal development.
This
task
involves
implementing
innovative
technologies in the learning process, creating
International Journal of Pedagogics
135
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
pedagogical conditions that promote professional
competence, optimizing didactic tools, and applying
personalized developmental approaches. Additionally,
there is a pressing need to thoroughly study both
international and national experiences and, through
analytical integration, develop an effective model
adapted to practical conditions.
This
article
explores
the
theoretical
and
methodological foundations of a model aimed at
developing the professional competence of future
pedagogy teachers. It analyzes the components,
practical relevance, stages, and implementation
mechanisms of the model.
Furthermore, the article discusses the potential for
increasing futur
e teachers’ professional capacity by
integrating this model into the educational process.
Such an approach is expected to enhance the quality
and effectiveness of pedagogical education, ensure
continuity within the upbringing system, and establish
advanced pedagogical conditions conducive to
nurturing a socially and morally mature younger
generation.
The main objective of the article is to develop a model
for fostering professional competence in pedagogy
subject specialists, validate it through experimental
trials, scientifically substantiate it, and establish
methodological principles for its integration into the
pedagogical process.
Literature Review. The concept of professional
competence has become one of the central themes of
contemporary research in pedagogy and educational
theory. This notion encompasses a broad spectrum,
including not only the teacher’s knowledge and skills,
but also their ability to engage in professional activities
effectively, independently, critically, and reflectively.
The analysis of existing literature on professional
competence provides a comprehensive understanding
of both theoretical frameworks and practical directions
in this domain.
At the international level, the issue of professional
competence has been explored in numerous reports,
frameworks, and model documents developed by
reputable organizations such as UNESCO, the OECD,
and the World Bank. For example, UNESCO’s 2005
report proposes a teacher training model based on a
competency-based approach. In this model, the
teacher is characterized by being activity-oriented,
socially adaptable, capable of professional reflection,
and skilled in problem-solving
—
features considered as
key competencies.
Renowned Canadian scholar M. Fullan (1993) presents
a broader interpretation of professional competence in
his research. According to him, this competence goes
beyond subject-specific knowledge and pedagogical
skills, encompassing adaptability to dynamic socio-
pedagogical
conditions,
teamwork,
innovation
implementation, and a continuous drive for
professional growth.
L. Darling-Hammond (2006), in her studies, evaluates
teacher professional competence through several
criteria: the ability to communicate effectively with
students, to foster critical thinking, to apply
individualized approaches to learners, and to uphold
principles of social justice.
Furthermore, the competence model developed by J.
Raven (2002) is based on a systemic approach that
integrates
personal,
professional,
and
social
competencies. His model emphasizes that professional
competence is not limited to a div of professional
knowledge; it is intrinsically linked to an individual’s
moral values, life stance, personal responsibility, and
motivation for self-development.
Uzbek scholars have also conducted various studies on
the issue of professional competence. For instance, A.
A. Abduqodirov, in his research, identifies a teacher’s
professional ethics, pedagogical culture, and socio-
psychological preparedness as key components of
professional
competence.
M.
R.
Kholbekova
emphasizes the importance of structuring the
educational process based on the principles of
vocational orientation and linking it closely with
practical experience in order to shape teacher
competence. She highlights the integration of
theoretical knowledge and practical skills as a
necessary condition for developing professional
competence.
G. T. Yusupova, in her work, identifies the following
components
of
professional
competence:
methodological preparation, communicative culture,
innovative thinking, and ethical perspectives. Each of
these plays a distinct role in shaping the personality of
future pedagogues. O. M. Turaev explores mechanisms
for developing teachers’ professional competence
through the mastery and practical application of
modern pedagogical technologies.
The subject of pedagogy stands out from other
academic disciplines due to its ethical, spiritual,
cultural, and psychological dimensions. Therefore, the
professional competencies required for a pedagogy
teacher differ from general pedagogical competencies.
In this regard, local scholars such as Kh. I. Karimova, Z.
R. Mamajonova, and F. T. Tadjibayeva have conducted
important research into the ethical dimensions of
educational competence, adaptability to pedagogical
environments, fidelity to national values, and the
selection and application of educational tools.
International Journal of Pedagogics
136
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
However, a thorough analysis of the existing literature
reveals that there is still no sufficiently developed
theoretical and practical model specifically aimed at
forming the professional competence of future
teachers of the pedagogy subject. Most studies remain
limited within the framework of general pedagogical
competencies and do not fully address the unique
content, methodology, and culturally-psychologically
embedded aspects of educational activity within the
pedagogy field.
Therefore, this research is intended to fill that gap by
developing a theoretical and methodological model for
fostering the professional competence of future
pedagogy teachers, testing it through experimental
trials, and providing a scientific and practical
justification. This, in turn, will lay the foundation for
training high-quality, competitive specialists who can
meet the needs of society within the framework of
higher pedagogical education.
Research Methodology. This study employed a
systematic approach based on the integration of
theoretical and practical methods. The primary
methodological
principle
adopted
was
the
competency-based approach, as it allows for an in-
depth and comprehensive examination of the process
of
professional
competence
formation.
The
competency-
based approach considers the teacher’s
professional knowledge, skills, qualifications, and
personal qualities as an integrated whole, providing a
foundation for the development of precise methods
aimed at their enhancement.
The research was conducted in the following key
stages:
Analytical Stage: At this stage, existing scientific and
theoretical literature was thoroughly reviewed. Both
foreign and local pedagogical studies, normative-legal
documents, and methodological guidelines were
analyzed to derive specific conclusions regarding
modern requirements for future teachers of upbringing
(education) subjects. This process also involved
consideration of the global and national contexts of the
educational process, as well as the evolution of the
concepts of pedagogical skills and professional
competence.
Model Development Stage: Based on the research
findings, a theoretical and methodological model
aimed at developing the professional competence of
future upbringing subject teachers was created. This
model includes the following main components:
objectives, content, pedagogical methods, educational-
didactic and innovative tools, and a monitoring system
for evaluating effectiveness. The model systematically
reflects the structural components of competence and
their interrelations, thereby facilitating the efficient
organization of the teacher preparation process.
Experimental Stage: The developed model was
practically tested with third- and fourth-year students
of a pedagogical institute. Experimental and control
groups were established during this phase. The
outcomes of pedagogical activities conducted
according to the model were studied in detail through
diagnostic tests, observations, and interviews. This
process enabled the determination of the model’s
effectiveness as well as identification of its strengths
and weaknesses.
Analysis and Generalization Stage: At the conclusion of
the experiment, the collected data were thoroughly
analyzed using statistical and comparative analysis
methods. Changes and development levels in each
component of professional competence were
identified and scientifically evaluated concerning their
interaction and role in the educational process. This
stage documented the
model’s practical application, its
impact on education quality, and positive changes
introduced into the pedagogical process.
The study extensively applied the following scientific
research methods:
•
Document analysis: Examination of
pedagogical, psychological, and sociological literature,
state education standards, and methodological
guidelines.
•
Questionnaires
and
interviews:
Conducted with future teachers and their instructors to
clarify demands and needs related to competence.
•
Experiment and observation: Studied
changes during the implementation of the model and
assessed the professional readiness of students.
•
Statistical analysis and comparison:
Scientifically analyzed results and compared indicators
before and after the experiment.
The scientific novelty of this research lies in the
development and practical testing of a professional
competence development model specifically designed
for future upbringing subject teachers, featuring clearly
defined structural components. The model was shown
to be not only theoretically sound but also practically
effective. Consequently, it was confirmed that this
model can be widely applied as a new approach to
improving the quality of pedagogical education.
Moreover, the research findings contribute to the
enhancement of educational processes in higher
education institutions and serve as a basis for
developing recommendations aimed at increasing
teachers’ professional qualifications. This, in turn,
supports the further improvement of education quality
International Journal of Pedagogics
137
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
and professional training standards.
Analysis and Results. The analysis phase of the study
was conducted using the methods predefined in the
research methodology. The following methods were
employed to assess the professional competence of
future teachers of upbringing subjects:
•
Diagnostic tests,
•
Surveys based on the Likert scale,
•
Expert evaluation,
•
Mathematical and statistical analysis
(percentage indicators, mean values).
A total of 100 prospective upbringing subject teachers
participated in the study. Their levels of professional
competence were analyzed across three main
dimensions:
1.
Pedagogical knowledge
2.
Communicative competence
3.
Reflective (self-analysis) activity
The results indicate that students educated according
to the proposed model demonstrated increased
engagement during lessons, achieved success in freely
expressing their opinions and effective communication,
and acquired skills in self-analysis and evaluation of
their activities. These indicators confirm the model’s
effectiveness and its potential for implementation in
real educational practice.
CONCLUSION
The theoretical and methodological foundations for the
formation and development of the professional
competence of future teachers of upbringing subjects
have been comprehensively explored in this study. The
analysis indicates that the formation of professional
competence serves as a crucial factor in preparing
educators
who
meet
modern
educational
requirements. Professional competence encompasses
not only a set of knowledge and skills but also the
teacher’s moral values, capacity for innovative
thinking, and possession of communicative and
reflective approaches.
The proposed model is aimed at the systematic and
stepwise
development
of
this
competence,
incorporating theoretical knowledge, practical training,
methodological skills development, and a personal
approach. Furthermore, this approach, developed
through the integration of both foreign and national
experiences,
contributes
to
enhancing
the
effectiveness of training specialists in upbringing
subjects within higher pedagogical education
institutions.
Overall, the findings of this article demonstrate the
necessity of deeply integrating the competency-based
approach into the pedagogical education system and
define the methodological foundations required to
prepare future upbringing subject teachers for active
participation in the socio-moral development of
society.
REFERENCES
Shodmonqulova, D. (2022). Modern Pedagogical
Technologies. Tashkent.
Rasulov, M. (2020). System of Training Pedagogical
Personnel. Tashkent.
UNESCO. (2005). Teachers and Educational Quality:
Monitoring Global Needs for 2015. Paris: UNESCO.
Karimova, X.I., Mamajonova, Z.R., & Tadjibayeva, F.T.
(2022). Moral Foundations of the Competence of
Upbringing Subject Teachers. Andijan.
Yusupova, G.T. (2019). Pedagogical Foundations of the
Formation of Teacher Professional Competence.
Tashkent.
Khutorskoy, A.V. (2005). Competency-Based Approach:
Theory and Practice. Pedagogika Journal.
Normurodova, G. (2023). Model for Training
Upbringing Subject Teachers.
Yusupova, G.T. (2019). Pedagogical Foundations of the
Formation of Teacher Professional Competence.
Tashkent.
Karimova, X.I., Mamajonova, Z.R., & Tadjibayeva, F.T.
(2022). Moral Foundations of the Competence of
Upbringing Subject Teachers. Andijan.
UNESCO. (2005). Teachers and Educational Quality:
Monitoring Global Needs for 2015. Paris: UNESCO.
Khutorskoy, A.V. (2005). Competency-Based Approach:
Theory and Practice. Pedagogika Journal.
Yusupova, N.M. (2022). The Role of Information
Technologies in Developing Professional Competence.
Pedagogical Sciences Journal.
Qodirova, G. (2021). Formation of Communicative
Competence in Future Teachers. Scientific Article.
Xasanboeva, N.X. (2021). Professional Competence and
Ways to Develop It. TDPU Scientific Journal.
Qurbonov, S.Q. (2020). Methods of Forming
Professional Competence. Samarqand.
