Volume 04 Issue 02-2024
122
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article talks about creative competence in pedagogy, its place and essence in the educational process,
competence approaches to it, specific features of formation and development of creative competence in students.
KEYWORDS
Education, knowledge, skills, competence, creative competence, competence approach, pedagogical and information
technologies, integration, analysis, synthesis, comparison, abstraction, etc.
INTRODUCTION
In pedagogy, scientific research is being carried out on
the development of creative competence in students,
improvement of the methodology of harmonizing
educational content with scientific achievements, and
diagnosis of the formation of this competence.
In the Strategy of Actions on the five priority directions
of the development of the Republic of Uzbekistan in
2017-2021, the tasks of fundamentally improving the
quality of education and in-depth study of subjects in
high demand are defined in the priority direction of the
development of the social sphere. This expands the
possibilities of providing the educational process with
the necessary information, finding and implementing
optimal solutions for their assimilation, and developing
creative competence in students.
Education based on the competence approach is
characterized by the preparation of students to use the
acquired information in standard and non-standard
situations of educational and life activities.
Adaptation of education to the requirements of
modern development implies improvement of
Research Article
THE ESSENCE OF CREATIVE COMPETENCE IN PEDAGOGY AND MODERN
APPROACHES
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-20
Sh.K.Urakova
Senior Teacher At Tashkent Region National Center For Training Pedagogues In New Methods, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
123
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
electronic educational resources from subjects,
ensuring active communication of students with
electronic resources, implementation of independent
education
and
self-assessment,
formation
of
competences for operative search of necessary
information and its use in solving emerging problems.
In this regard, one of the indicators of the quality of
education is competence. It is not only a collection of
knowledge and skills, but it is characterized by the
ability of students to mobilize the acquired knowledge
and apply it in practice in concrete situations.
The main essence of training based on the competence
approach is to direct the knowledge, skills and abilities
acquired by students in the educational process of
vocational subjects to the formation of competencies
to apply them in their personal life, as well as in their
future professional and social activities. Pupils should
have the necessary competence to engage in personal,
social, economic and professional relationships during
their future life, to take their place in society, to solve
the problems encountered in this process, and most
importantly, to be competitive in their field and
profession.
It is known that higher education institutions are
responsible for forming basic competencies in
students through the educational process, including
communicative,
information
processing,
self-
development as a person, socially active citizenship,
general cultural, mathematical literacy, awareness and
use of science and technology innovations, and
competence formation. and assigned development
tasks.
Modern approaches provide for the formation of
necessary competence in students through the mutual
integration
of
pedagogical
and
information
technologies in the teaching process. The formation of
this competence through an integrative approach in
the teaching of vocational subjects prepares the
ground for the development of creative competence
of students, orientation to conscious behavior, and the
development of a scientific worldview through the use
of thinking operations in solving problematic
educational situations that arise in the educational
process.
Case-study,
brainstorming,
students'
mastered
knowledge, skills and abilities, test tasks formed in
order to evaluate the special competences related to
the subject are used in the teaching of these subjects
as a result of information processing, analysis,
synthesis,
comparison,
generalization
through
abstractions, conclusion, finding a solution to the
educational problem. allows to promote new ideas.
The principles of including the competence approach
in the content of the standards of professional
education, general education subjects in the world's
leading scientific centers and HEIs, their influence on
changes in the pedagogical system, psychological and
methodological bases and features, the concept of
independently achieving educational results, the
interpretation of the competence approach, oriented
to the development of the individual, social and known
scientific researches are being carried out on
competences related to activities in one field.
In pedagogy, scientific approaches aimed at increasing
the quality of educational and methodical support of
students' competence, introduction of virtual forms of
practical training, competence approaches in teaching
profession-oriented subjects, teaching based on
practical training reflecting interdisciplinarity serve to
increase the quality and efficiency of education. The
Volume 04 Issue 02-2024
124
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
reforms taking place in the educational system in the
educational institutions of our country, the
requirements for competent personnel create the
need to develop educational competencies in the
process of teaching each subject.
This justifies the need to clarify the content of
education aimed at improving the teaching
methodology and the structure of necessary support
and subject-related competencies in the development
of students' competence, and to improve the model
and methods of developing students' competence on
the basis of general competence approaches related to
the basis and subject.
When it comes to competence, "level of knowledge" is
understood as the activity aimed at mastering the
theoretical aspects of the issue of "being able to think
about the essential reality of this or that object". In the
works of A.V. Khutorsky, the definitions of
competence and competence, in particular, "...a
person who has the necessary knowledge and skills to
work in a certain field is a competent person". In the
works of V. V. Serikov, competence is explained as "the
way to be educated, knowledgeable, skilled is a set of
concepts that allow to manifest one's personal
identity."
Thus, "competence" and "competence" allow to align
the educational goal with all subjects of the
educational process, increase the level of motivation of
students, and ensure the unity of the educational and
educational process.
There are different definitions and approaches to the
word competence. In particular, the word competence
is explained in the "National Encyclopedia of
Uzbekistan" as follows: competence (lat. competo - I
am achieving, I am worthy, I am worthy) - the powers
of a specific state div (local self-government div) or
an official defined by law, charter or other document,
right and scope of duties; knowledge, experience in
this or that field.
The concept of competence is considered not only as a
category of knowledge, but also as a category of
personality. Accordingly: acquisition of necessary
knowledge, skills and qualifications; personality
characteristics that determine the ability to perform
some activity; it is emphasized that it should consist of
components such as a set of professional
characteristics and the acquisition of relevant
competencies by a person.
Issues such as the introduction of the competence
approach to the educational system, the selection of
competencies, their formation in students, the
assessment
of
their
competence,
and
the
improvement of the student's normative documents
based on the competence approach are urgent.
It is determined the need to create state education
standards based on the competence approach, which
will teach students to apply the knowledge they have
acquired directly in everyday life, and to apply them to
the educational process. In enriching the educational
content, approaches based on the current educational
standard and the competence approach are
systematized. Training a competent person through
the use of modern pedagogical technologies in the
educational system, teaching students to solve
problems encountered in everyday life from the
knowledge gained through academic subjects, and
jointly
developing
basic
and
subject-related
competencies in them determines the effectiveness of
education.
Volume 04 Issue 02-2024
125
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Education based on the competence approach does
not require students to develop knowledge, skills and
abilities
separately,
but
to
acquire
them
comprehensively. This is related to the selection of
basic and subject-related competencies to be formed
in them and the methodology of their development.
This approach: prepares students for conscious
learning; increase their level of independence; based
on principles such as being able to apply the
knowledge they have acquired even in non-standard
situations.
Necessary competences are embedded in the content
of all subjects in the curriculum and are formed in the
course of the lesson on the basis of general
competences
related
to
the
subject.
Basic
competencies as a category of education characterize
the criterion of perfect human education. Therefore, all
subjects appear as a means of forming basic
competencies. In this sense, it is necessary to select the
general competences related to the subjects, in
particular, to the profession-oriented subjects, the
indicator of their development in the individual -
determines the certain competence.
Competences are formed in the course of the lesson,
just as students' knowledge, skills and abilities are
mainly formed during the lesson. Therefore, the
requirements
for
the
technology
of
lesson
organization based on traditional and non-traditional
methods of teaching are important. According to the
didactic goals of the traditional lesson, it consists of
such types of lessons as: introducing the student to the
topic, learning and strengthening a new topic,
checking and correcting knowledge and skills, in which
central management is carried out by the pedagogue.
When organizing lessons based on the competence
approach, first of all, it is necessary to strengthen the
student's motivation to study the environment, to
search for the necessary information and to be able to
apply it in real life. Based on this, the activities of the
pedagogue and the student will change. Such classes
meet didactic requirements such as: planning,
organization, implementation and control, correction
and analysis.
According to the purpose of the lesson, it is required to
make students understand that they are not
competent in this topic and what they should learn. By
creating a problematic situation where contradictory
facts, scientific theory and a life event contradict each
other, lessons (informational - what we learn, what we
teach; operational - how we study; motivational - why
it is necessary; communicative - with whom) and
where?) can be arranged.
A student's logical, critical thinking is the basis and
component of independent thinking. Therefore, the
systematic organization of the process of teaching
them to think critically makes it possible to develop
their communicative competence. At the moment, the
main task of teaching students to think critically in
today's democratic society requires the ability of every
citizen to solve the problems facing him, to have active
civic competence.
The educational content based on the competence
approach implies the formation of basic and subject-
related competencies, preparation for life through the
development
of
student
competence.
The
technologies used in the lesson are also one of the
main factors. There are many educational technologies
in pedagogy, which are modern, traditional, person-
centered, student-centered, and subject-specific.
Volume 04 Issue 02-2024
126
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Educational technologies have a number of
opportunities in the development of student
competence. Regardless of the type of lesson, the
problem in it should be directed to their creative
thinking, activation, and formation of competencies.
Technologies based on their activation are also
different: game; problem-based education; designing;
training or interactive learning technologies are
selected based on the lesson objectives and
educational content. For example, in the process of
problem-based education, a certain educational
problem is set under the guidance of a pedagogue, and
students are given the task of solving it. In this, their
social activity, entering into mutual communication
and mathematical literacy in searching for a solution to
the problem, competences of using scientific and
technical achievements are formed.
In general, vocational subjects are in the state
educational standard based on the competence
approach in the subject: observation, understanding
and explanation of processes and events; conducting
experiments, measuring quantities and drawing
conclusions; it should be aimed at forming
competences to use tools in practice. One of the
effective methods in the formation of these
competencies is conducting experiments, which
performs several didactic functions: interest in the
subject, activate the student's attention, teach them to
work independently, and support the formation of
subject-related competencies.
When using competence-oriented tasks, it is necessary
to
take
into
account
the
student's
age,
psychophysiological characteristics, and what aspects
of competences are being formed, at what stage of
mastering the subject, tasks are given to them. These
tasks teach to work with documents, to reflect real life,
to guess, to research, to gather information and to
make meaningful predictions. These tasks teach
students to follow the norms and rules of public
speaking and speaking, to think about questions that
the audience may ask after the lecture, and to work on
choosing approximate answers to them. In this, they
engage in group communication, present their ideas to
others, and discuss other’s ideas as a group.
It is important to master science and develop students'
logical thinking. For example, why can't a nail be
melted in a candle flame? Many people answer this
question that the temperature of the candle flame is
not enough to melt the nail. But the temperature of the
candle is around 1600 0C, and the melting temperature
of iron is close to 1500 0C. Such assignments can be
used as summarization, control, homework, and in the
formation of creative competence in students.
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127
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
122-127
SJIF
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MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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