International Journal of Pedagogics
29
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VOLUME
Vol.05 Issue01 2025
PAGE NO.
29-34
10.37547/ijp/Volume05Issue01-09
Structural analysis of the model of methodological
competence formation in future foreign language
teachers
Urazova, Marina Batirovna
Professor, Doctor of Pedagogical Sciences, Scientific Supervisor, Uzbekistan
Djanabaeva Adina
Doctoral Student, 3rd Year, Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
Received:
20 October 2024;
Accepted:
22 December 2024;
Published:
12 January 2025
Abstract:
This paper presents a structural analysis of an original model for developing methodological competence
in prospective foreign language teachers. In the context of educational system modernization and the
implementation of new educational standards, there is a growing need for educators possessing a high level of
methodological competence. This research aims to develop and substantiate the structure of a model that
considers current trends in foreign language teaching methodology. The study analyzes existing theoretical
approaches to defining and structuring methodological competence, identifying key components such as
motivational, cognitive, technological, and reflective aspects. Particular attention is paid to the interrelationships
between these components and their influence on the competence formation process. The novelty of the
research lies in [specify the concrete novelty here, e.g., introducing a new assessment criterion, developing an
original methodology or model]. The research findings can be used to optimize curricula and programs for training
future foreign language teachers, as well as to develop practical recommendations for fostering their
methodological competence.
Keywords:
Methodological competence, Prospective foreign language teacher, Structural analysis, Model of
formation, Teacher education, Innovative model.
Introduction:
The escalating demand for skilled foreign
language
communication
in
an
increasingly
interconnected world places significant pressure on
educational systems to produce highly competent
language educators. While linguistic proficiency
remains a cornerstone of effective language teaching,
the methodological competence
–
the ability to
effectively translate theoretical knowledge into
practical classroom strategies
–
ultimately determines
the success of the learning process. Despite extensive
research on teacher competencies, the development of
robust,
comprehensive
structural
models
of
methodological competence, particularly in the context
of English language teaching, remains a challenge.
Existing models often lack a clear articulation of the
interrelationships between key components, such as
cognitive, operational, motivational, and reflective
aspects, hindering a holistic approach to teacher
training. This article addresses this gap by presenting a
structural analysis of a newly developed model
designed specifically for fostering methodological
competence in prospective English language teachers.
This model, informed by the foundational work of N.V.
Kuzmina and V.A. Slastenin on the structure of teacher
professional activity, offers a framework for
understanding and developing the essential skills,
knowledge, and personal attributes necessary for
effective language instruction. By elucidating the core
components of methodological competence and their
intricate interconnections, this study aims to
contribute to the enhancement of foreign language
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International Journal of Pedagogics (ISSN: 2771-2281)
teacher training programs and ultimately improve the
quality of language education
Theoretical foundations of the formation of
methodological competence
The methodological competence of a foreign language
teacher
represents
a
complex
integrative
characteristic, including a set of knowledge, skills,
abilities and personal qualities necessary for the
successful implementation of professional activity. It is
formed based on psychological-pedagogical, linguistic,
methodological training, as well as personal
professional experience.
Various researchers offer various approaches to
defining the structure of methodological competence.
However, it is possible to identify several key
components that are present in almost all models:
Cognitive component: includes knowledge in the
field of linguistics, foreign language teaching
methods, learning psychology, pedagogy, as well as
knowledge of modern educational technologies.
Operational (activity-based) component: involves
possession of methodological skills and abilities,
such as lesson planning, organization of
educational activities, use of various teaching
methods, techniques, monitoring, and evaluation
of learning outcomes, creation of teaching
materials.
Motivational-value
component:
includes
motivation for professional activity, interest in
teaching a foreign language, awareness of the
importance of their profession, as well as a system
of value orientations related to education and
personal development.
Reflective component: involves the ability for self-
analysis and self-assessment of their activity, the
ability to identify their strengths and weaknesses,
as well as readiness for professional self-
improvement.
E.V. Romanov in his pedagogical research emphasizes
that, in application to pedagogical research, it is
necessary to speak about a special type of model
–
a
pedagogical one, which is capable of creating an image
or a scheme of interconnections and relationships
between the elements of the research object. [1, p. 61].
Effective pedagogical activity of a foreign language
teacher is determined by the presence in him of a
complex of professional and personal qualities
constituting his professional competence. A teacher
who demonstrates a high level of mastery in the
process of teaching and upbringing of students,
ensuring stable and significant results, can be
considered successful in his profession. [2, p. 65]
Structural analysis of the model of methodological
competence formation
In the composition of methodological competence, it is
advisable to distinguish two types of competencies.
General methodological competencies include:
motivation
for
self-development
in
the
methodological sphere;
ability to improve methodological skills;
ability to work with information necessary for
designing one's own methodological training,
taking into account modern achievements in
theory and methodology;
skills of building effective communication in the
pedagogical process;
Understanding of the social role of methodological
work.
Special methodological competencies, depending on
the subject area, include:
definition of learning objectives;
formation of the content of educational material;
development of a plan of the educational process;
analysis and justification of the choice of
methodological techniques;
Monitoring and evaluation of learning outcomes.
[3, p. 821]
The complex and multifaceted nature of the teacher's
methodological competence causes difficulties in
creating its comprehensive classification. However,
common to most models is the identification of
personal and activity-based aspects. In the field of
foreign language teaching, the structure of
methodological competence can be represented as
follows:
Practical and theoretical knowledge in the field of
methodology, technology of foreign language
teaching, as well as pedagogy, psychology,
linguistics and related disciplines.
Ability to operate with methodological terms.
Command of a foreign language at a level sufficient
for effective communication.
Skills of formation and development of foreign
language communicative competence in students.
Practical methodological skills, including analysis,
implementation, planning and design of the
educational process (in accordance with the
Professionogram of a foreign language teacher).
Creative approach to pedagogical activity and the
ability to apply knowledge in practice.
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International Journal of Pedagogics (ISSN: 2771-2281)
Culture of communication and command of
speech.
Practical experience in solving various educational
and methodological tasks.
Experience gained in the process of educational
and professional activity.
Critical thinking in the context of methodological
work. [4, p. 92]
The model of methodological competence formation
represents a dynamic system in which all components
are in close interconnection and interdependence. The
process of formation of this competence can be
represented as a phased development of each of the
components, as well as the establishment and
strengthening of connections between them.
1.
The first stage
–
formation of basic knowledge:
at this stage, the assimilation of theoretical knowledge
in the field of linguistics, methodology, psychology and
pedagogy takes place. An important role is played by
the lecture course, seminars, and independent work
with educational literature.
2.
The
second
stage
–
formation
of
methodological skills and abilities: at this stage,
students master the practical skills and abilities
necessary for organizing the educational process.
Practical classes, pedagogical practice, master classes,
and trainings play an important role.
3.
The third stage
–
development of motivational-
value and reflective components: at this stage, the
formation of professional motivation, awareness of the
importance of the profession, development of the
ability for self-analysis and self-assessment takes place.
An important role is played by participation in research
work, professional competitions, conferences, work
with a mentor.
Interconnection of model components
The personal aspect of methodological competence is
closely related to the teacher's emotional intelligence,
determining his ability to understand and manage his
own emotions, as well as to empathy and establishing
contact with students. [5, p. 68]
The formation of professional competence of students
of the Faculty of Foreign Languages turned out to be
effective due to the holistic organization of the
educational
process,
focused on
the
active
participation of all subjects. This was expressed in
setting diagnosable and verifiable at each stage goals,
an individualized approach to the content of training,
the use of a system of didactic tools, such as
technological maps and modules, for teaching a foreign
language and pedagogy, as well as in creating
conditions for the manifestation of personal qualities of
each participant in educational interaction. [6, p. 251]
The components of our model are intrinsically
interconnected, forming a dynamic system. For
instance, a solid foundation in linguistic theory and
second language acquisition principles (cognitive
component) provides the necessary framework for
developing practical classroom skills, such as lesson
planning
and
materials
design
(operational
component). Specifically, understanding the principles
of communicative language teaching (cognitive)
enables teachers to create interactive activities that
promote meaningful communication among learners
(operational). This successful application of theoretical
knowledge in practice, in turn, reinforces motivation
and fosters a positive attitude towards the teaching
profession
(motivational-value
component).
Furthermore, the development of reflective practices,
such as self-observation and peer feedback (reflective
component), allows teachers to critically analyze their
teaching experiences, identify areas for improvement,
and refine their methodological approaches, which
ultimately contributes to the ongoing development of
all aspects of their methodological competence.
In developing this model, we aimed to create a
framework that reflects both the procedural and
content-related
aspects
of
methodological
competence development during pedagogical training.
Procedurally, the model is structured into three distinct
stages: [briefly name the stages]. In terms of content,
the model emphasizes the integration of theoretical
knowledge, practical skills, and key personal qualities
essential for effective language teaching.
The resulting three-stage model for developing
methodological competence in prospective English
language teachers incorporates a creative approach at
each stage, employing creative tasks and didactic
games to actively engage students in the learning
process. The specific organizational and pedagogical
conditions, principles, and evaluation criteria that
informed the model's design are presented visually in
Figure 2.2.10.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Educational
purpose
Developmental goal
Educational goal
Goal: developing
methodological
competence in a future
English language
teacher
Objective: increasing the
level
of
methodological
components
Regional competence, the
transition
of
technical
knowledge of the field of
knowledge into awareness,
into methodological thinking
Types of competencies:
psycho-pedagogical, design, communicative, creative, reflexive-
gnostic
рефлексивно-гностическая
креативная
рефлексивно-гностическая
.
креативная
рефлексивно-гностическая
.
T
A
R
G
E
T
Methodological basis:
axiological, integrative,
competency-based approaches
The key principles of effective foreign language
teaching are:
Interconnection of language and culture: Learning a
language is inseparable from immersing oneself in
the culture of its native speakers. This allows not only
to master language skills but also to develop
intercultural competence.
Communicative orientation: The main goal of
teaching is to develop communicative competence,
allowing for effective communication in a foreign
language in various situations.
Individual approach: Each student is unique;
therefore, learning should be adapted to their needs,
learning style, and level of knowledge.
Pedagogical
disciplines:
“General
Pedagogy”, “Methods and Technology of
Teaching
a
Foreign
Language”,
“Innovative Pedagogical Technologies of
Teaching
Foreign
Languages”,
“Pedagogical Practice.
Sphere of communication:
situation
of
interactive
interpersonal
communication
Training
material:
structural and methodological samples
of modeling method. situations
Didactic material: clarity, teaching
aids, computer, internet site
M
E
A
N
I
N
G
F
U
L
Educational
technologies:
discussion
technologies; modeling; collaborative learning;
communication technologies, frame, project,
pedagogical and reflective studies, micro-
research
Methods of teaching and education:
reflection and self-analysis, exchange of
experience
Reproductive and active
Forms of training:
classroom and
extracurricular independent work of students
Pedagogical conditions:
the use of modern technologies: organization of reflection of the
future teacher, support and motivation, methodological and pedagogical possibilities of the
discipline “General Pedagogy”, “Methodology and Technology of Teaching a Foreign
Language”, “Innovative Pedagogical Technologies of Teaching Foreign Languages”,
“Pedagogical Practice for all specialties
P
R
O
C
E
D
U
R
A
L
Stages of met formation. Competencies: diagnostic, motivational-cognitive, technical, reflexive-creative.
Creative-reflective
Motivated
Cognitive
technological
Expected result:
development of methodological competence among future English teachers
E
V
A
L
U
A
T
I
V
E
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International Journal of Pedagogics (ISSN: 2771-2281)
The developed model consists of four blocks:
I. Target
–
defines the goal of the model of tolerance
development in future English language teachers in the
process of studying pedagogical disciplines and the
tasks that are aimed at increasing the level of
components of methodological competence, the
transition of methodological skills from the field of
knowledge to awareness, to methodological thinking.
II. Content
–
involves the development and
implementation of methodological principles for
constructing the educational process and teaching
future English language teachers’ pedagogical
disciplines. Methodological guidelines in this case are
the axiological and integrative, competence-based
approaches identified by us earlier. The axiological
approach in the formation of methodological
competence of a future English language teacher
represents an orientation towards the value aspects of
education and teaching activity. It implies taking into
account the value orientations and goals of education
when developing methodological approaches and
teaching strategies.
In the context of English language teaching, the
axiological approach may include:
1.
Value orientation: The teacher should have a
clear understanding of the values associated with
learning English, such as communicative competence,
intercultural understanding and global citizenship. He
should strive to integrate these values into the
educational process.
2.
Goal setting: The teacher should determine the
goals and objectives of teaching English, corresponding
to the values of education. For example, one of the
goals may be the development of intercultural
communication skills in students.
3.
Reflection: The teacher should carry out
constant reflection on his teaching practice from the
point of view of the values and goals of education. This
will help him adapt and improve his methodological
approaches in accordance with changing circumstances
and the needs of students.
4.
Taking into account individual needs and
values of students: The teacher should take into
account the individual needs and values of students in
the process of teaching English. This may include
adapting teaching materials, tasks and teaching
methods to match the diversity of the student
audience.
CONCLUSION
The formation of methodological competence of future
foreign language teachers is a complex and
multifaceted process requiring an integrated approach.
The structural analysis of the model of formation of this
competence allows to identify its main components
and interconnections, as well as to determine the
factors influencing this process. The obtained results
can be used to improve the system of training foreign
language teachers and to enhance the quality of
language education.
Prospects for further research
Prospects for further research are connected with the
development and approbation of new models and
technologies
of
methodological
competence
formation, as well as with the study of the influence of
various factors (for example, the use of ICT,
intercultural communication) on this process.
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