International Journal of Pedagogics
6
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
6-9
10.37547/ijp/Volume05Issue06-02
Teacher's Methodological Skills in Forming Life Competences
in The Primary Grade
Davletov Erkaboy Yusubovich
Associate Professor of the Department of "General Professional Sciences" of Mamun University, Ph.D., Uzbekistan
Received:
10 April 2025;
Accepted:
06 May 2025;
Published:
08 June 2025
Abstract:
This article analyzes the role of the teacher's methodological skills in the process of forming life
competencies in primary school students. It reveals the importance of modern pedagogical technologies,
interactive methods and practical exercises in developing students' adaptation to everyday life, independent
thinking, and problem-solving skills. Special attention is paid to the teacher's methodological approach, careful
development of the lesson plan, his role in creating a motivational environment and the effectiveness of using
innovative methods.
Keywords:
Primary education, methodological skills, teacher, innovative approach, interactive methods,
independent thinking, competency-based approach.
Introduction:
The main goal of the education system in
the 21st century is the comprehensive development of
the individual, the formation of competencies in him
that meet the requirements of modern life. In
particular, the primary education stage is the main
foundation in human life, during which the intellectual,
social, psychological and moral potential of students is
rapidly formed. Therefore, the development of life
competencies at an early stage is emerging as an
important pedagogical task. Life competencies are a
system of practical skills of a person, such as the ability
to behave correctly in real life situations, solve problem
situations, enter into dialogue, independently justify
his thoughts and decisions, and adapt to society. In the
formation of these competencies, the teacher's
methodological skills, that is, the ability to effectively
organize the educational process didactically, master
pedagogical technologies, and appropriately use
interactive methods, are important factors. In modern
pedagogy, designing and organizing lessons based on
the principles of a competency-based approach
requires the teacher to have a high level of
methodological thinking, a reflexive approach, taking
into account the individual characteristics of students,
as well as effectively conducting diagnostic activities. It
is the methodological training of a primary school
teacher that determines the foundation for the
formation of life competencies in students. This article
analyzes
the
importance
of
the
teacher's
methodological skills in the process of forming life
competencies, its structural aspects, the effectiveness
of lessons organized on the basis of modern
educational technologies, and best practices in this
regard.
The formation of life competencies in students at the
primary education stage is a continuous pedagogical
activity
aimed
at
ensuring
the
harmonious
development of cognitive (cognitive), affective
(emotional) and psychomotor (practical) areas in the
educational process. Such competencies include
readiness for social activity, communicative skills,
critical thinking, problem-solving skills, decision-
making, information processing, and teamwork. The
formation of these competencies is directly related to
the teacher's professional and methodological training,
the level of his mastery of innovative pedagogical
technologies.
Methodological skills are a set of thorough knowledge,
skills and qualifications of a teacher in planning,
organizing and evaluating the educational process. This
skill includes the following structural components:
Didactic competence - the ability to select educational
content, gradually convey it to students, and use
appropriate methods and tools;
International Journal of Pedagogics
7
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Psychopedagogical competence - the ability to
individually approach students, taking into account
their age and psychological characteristics;
Communicative competence - the ability to effectively
organize communication between a teacher and a
student, to create an interactive environment;
Reflective competence - the ability to analyze one's
own pedagogical activities, identify mistakes and
conduct self-assessment aimed at improving them.
The teacher's methodological skills are especially
manifested in designing lessons based on the principles
of a competency-based approach. For example,
methods such as problem-based learning, critical
thinking development technologies, cluster method,
lesson design based on Bloom's taxonomy, role-playing
methods, working with small groups, and project-
based teaching serve as effective tools for forming life
competencies in students. Also, through the use of
diagnostic monitoring and formative assessment
methods, it is possible to observe the dynamics of
individual development of students and identify factors
affecting their competence growth. This serves to
improve the teacher's methodological activities.
Research shows that primary school teachers face the
following problems in forming life competencies:
difficulties in choosing modern methodological tools;
inability to correctly assess the psychological readiness
of students;
deficiencies in creating a motivational environment in
the lesson;
low activity in self-reflection.
To eliminate these problems, it is recommended to
introduce training based on special modules aimed at
developing
methodological
competencies
in
professional retraining and advanced training courses
for teachers, practical seminars, open lessons, and
mentoring systems.
Literature analysis
An analysis of scientific and pedagogical literature on
this topic shows that the problem of forming life
competencies is one of the central directions of
modern educational theory. Although approaches to
this issue in world and local pedagogy differ, their main
common idea is aimed at preparing a person for
practical life, ensuring effective communication
between him and the real environment.
The theoretical foundations of the competency-based
approach to education are reflected in the European
Union's Key Competences for Lifelong Learning (2006),
which identifies 8 main types of competencies:
communication, information literacy, problem solving,
initiative, teamwork, cultural awareness, self-
development, etc. This approach was adapted by
scientists from the Tashkent State Pedagogical
University (Sh. Akhmedov, D. Jo'rayev, N. Komilova) in
the context of the education system of Uzbekistan and
integrated into primary education.
In the research of the local author, Professor R. M.
Kholmatov on the professional activities of a primary
school teacher, the components of pedagogical
competence - didactic, communicative, organizational
and diagnostic skills - are deeply analyzed. According to
him, it is the use of didactic thinking and interactive
methods that serve as an effective factor in the
formation of life competencies.
Also, the theories of D. S. Likhacheva and V. V.
Kraevsky's activity-based approach to education
support the teacher's organization of education taking
into account the life experience of students. Through
such approaches, the student's ability to understand
himself, make decisions, and solve real problems
increases.
Modern literature (A. Ganiyev, M. Abduazizova, Sh.
Sattorova, etc.) suggests the use of information and
communication technologies (ICT) in the teacher's
methodological
activities,
individualization
of
education through electronic resources, and the use of
portfolios and diagnostic cards in assessing
competencies. According to the results of the analysis,
the following general conclusions can be drawn in the
literature:
The process of forming life competencies is based on
supporting the student's activity and independence;
The teacher's methodological skills are a decisive factor
in this process;
A lesson model based on a competency-based
approach gives the most effective results;
It is recommended to regularly analyze student activity
and use a differential approach.
DISCUSSION
Based on the theoretical analysis and practical
observations conducted, it should be noted that the
process of forming life competencies in the primary
education system has a unique complex and integrative
nature, and the teacher's methodological activity is at
the center of this process. The teacher is not only a
provider of knowledge, but also a leader, facilitator and
reflective person who develops competencies. Through
his professional and skillful approach, he turns students
into active subjects.
Life competencies are a set of skills that allow a person
to act independently in a social environment, make
choices, feel responsible, make decisions with flexibility
International Journal of Pedagogics
8
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
and a creative approach. To form such competencies,
the teacher should pay attention to the following
methodological aspects:
Relying on the principles of activity-based learning;
Metacognitive skills in students - developing control
over their own thinking, self-assessment and
responsibility for learning;
Connecting the topic with real-life examples through
multi-directional interactive methods - cluster,
brainstorming, insert, syncwine, role-playing games;
Determining the individual educational trajectory of
students, that is, using a differentiated approach,
taking into account the abilities, interests and needs of
each student.
Research shows that among primary school teachers,
there are cases of understanding the methodological
approach only as a teaching technique. This indicates a
low level of pedagogical reflection and professional
growth. In fact, methodological skills are a complex
competence of the teacher based on the constructivist
approach to modeling the lesson, analyzing the result,
formative assessment of student activity, and
continuous analysis of the quality of education.
In addition, in the formation of life competencies,
transversal competencies play a key role - that is,
universal skills that are developed through any
educational disciplines (communication, socialization,
working with information, time management). The
systematic
and
gradual
formation
of
these
competencies at the initial stage is the main factor in
the success of students in subsequent stages of
education. Another important aspect of the discussion
is that the effectiveness of the competency-based
approach directly depends not only on the teacher's
methodological knowledge, but also on his or her
personal qualities, such as pedagogical ethics,
innovative culture, professional motivation, and
empathy. That is, methodological skills include not only
the use of methods, but also working with the student
in a healthy socio-psychological environment, instilling
confidence in him. From this point of view, the
development of the teacher's methodological skills in
the pedagogical process is one of the strategic
directions of the education system, and investing in it,
creating opportunities for professional development
and forming a supportive environment has a positive
impact on the quality and effectiveness of education.
CONCLUSION
The results of the study showed that the process of
forming life competencies in primary school is a
complex, multi-stage and pedagogically deep process
that requires a deep approach. The teacher's
methodological skills are a decisive factor in the
successful formation of these competencies.
Methodological skills are not only a set of
methodological knowledge, but also the ability to
design the educational process in accordance with the
individual characteristics of students, effectively use
modern pedagogical technologies, reflexively analyze
the lesson and constantly improve their professional
activities. The study found that activity-based methods,
interactive approaches, problem situations, role-
playing games and group work are highly effective in
developing life competencies. At the same time, in
order to improve methodological skills, it is necessary
to direct teachers to continuous professional
development, support them through best practices,
modern training and mentoring programs. Thus,
ensuring the readiness of students for life in primary
education, forming them as independent thinkers,
problem solvers, and socially active individuals directly
depends on the teacher's methodological potential,
and consistent and systematic work in this direction is
an urgent task.
REFERENCES
Akhmedov Sh.T., Jo'rayev D. Pedagogical technologies
and pedagogical skills.
—
T.: O'qituvati, 2018.
—
240 p.
Komilova N. Competency-based approach in primary
education.
—
T.: Science, 2020.
—
176 p.
Slastenin V.A., Podlasiy I.P., Shiyanov Ye.N. Pedagogy:
ucheb. allowance for stud. Vish. fly. deluded.
—
M.:
Academy, 2019.
—
384 p.
Likhachyova D.S. Pedagogical technology and
pedagogic master's degree.
—
M.: Yurayt, 2017.
—
221
p.
Krayevsky V.V., Khutorskoy A.V. Competence training
and contemporary education: methodology and
practice.
—
M.: Znaniye, 2015.
—
192 p.
Kholmatov R.M. Pedagogical competence system in the
educational process.
—
Andijan: AnMI publishing
house, 2021.
—
205 p.
Ganiyev A. Modern approaches in education.
—
T.:
Economics, 2022.
—
160 p.
Davletov E. Y. THE ROLE OF BASIC AND SCIENCE
COMPETENCES IN SUPPORTING PUPILS’MATURITY //
Central Asian Problems of Modern Science and
Education.
–
2018.
–
Т. 3. –
№. 3. –
С. 208
-211.
Davletov E.Y. O‘QUVCHILARDA KOMPETENSIYALARNI
SHAKLLANTIRISH
DOLZARB
IJTIMOIY-PEDAGOGIK
MUAMMO SIFATIDA // Science and innovation.
–
2023.
–
Т. 2. –
№. Special Issue 5. –
С. 377
-382.
Davletov E.Y. Social-Pedagogical and Psychological
Aspects of Forming Initial Classes Students' Basic
International Journal of Pedagogics
9
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Competences. Eastern European Scientific Journal,
2018, No. 5, pp. 290-294.
Davletov E.Y. Methods and Factors of Development of
Students’ Information
-Communicational Competences
during Math Classes. Eastern European Scientific
Journal, 2018, No. 1, pp. 36-39.
Abduazizova M.Sh. Pedagogical Technologies: Theory
and Practice.
—
T.: Ilm ziyo, 2019.
—
212 p.
