International Journal of Pedagogics
29
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
29-31
10.37547/ijp/Volume05Issue02-09
The development of the role of the methodological
service in developing the professional competence of
educators
G.A. Saparbaeva
Assistant Teacher, NMPI. Department of Distance Learning in Humanities and Social Sciences, Uzbekistan
Received:
05 December 2024;
Accepted:
07 January 2025;
Published:
09 February 2025
Abstract:
This thesis discusses the role of methodological activity and self-development in developing the
professional competence of preschool educators, as well as how it meets the requirements for educators.
Keywords:
The educator is a teacher, the child's physical and psychological development, education, personal
training, professional training, and reflective training.
Introduction:
The high-quality implementation of the
pedagogical process in preschool educational
organizations also depends on ensuring the
implementation of reforms in the republic's education
system, the spiritual image and professional skills of
preschool educators. To date, the object and subject of
research of preschool educators is the professional
activity of educators and psychologists.
The level of compliance of the educator with the
established requirements determines the key task in
the development of a preschool child's personality. A
preschool educator must, first and foremost, fully
understand the high responsibility for the future and
fate of the child. It is very important not only to
understand that the development of a preschool child
is an important value, but also to acquire knowledge
about the laws of the child's development. One such
regularity is the connection between the child's
physical and mental development and the surrounding
environment. This pattern, in turn, defines the
following two important functions of the preschool
educator:
1) creating the necessary pedagogical conditions for
the successful upbringing of children;
2) ensuring the safety of their lives and strengthening
their health [1].
The function of the educator in creating the necessary
pedagogical conditions for the successful upbringing of
children requires encouraging the child to be active,
engaging him in activities of a developmental nature.
Caring for the physical and psychological health of a
child is the key to the rational organization of preschool
education, as the development of this age period is
directly linked to the child's social status, mood, and
emotional manifestations. For this reason, the
educator must be attentive to the environment
surrounding the child, preventing even the simplest
situations that threaten the child's life and health. That
is, the educator must constantly monitor the condition
of the kindergarten grounds, toys, and furniture for the
child, measure air and water temperature, and
determine the training time for preparing children in
advance. It should be noted that the carelessness of an
educator is an important sign of their professional
inadequacy.
A modern educator, relying on psychological,
pedagogical, and sociological research, realizes that
nothing, even a higher-class educational institution,
can overcome the influence of a child's personality on
their development. It is advisable for educators to
regularly raise the pedagogical culture of parents,
establish active cooperation in raising children, and
work separately with families in need of social
assistance in this process.
The following professional functions of a modern
preschool educator should also be highlighted:
1) participation in raising the educational knowledge of
parents;
International Journal of Pedagogics
30
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International Journal of Pedagogics (ISSN: 2771-2281)
2) management and harmonization of the educational
influence of the family and preschool educational
institution.
In a modern democratic society, the requirements for
preschool education require a teacher to regularly
enrich their general cultural and professional training.
This, in turn, requires the educator of a preschool
educational institution to pursue another area of
professional activity - self-education. The goal of self-
education is to gradually develop the educator's
personality and enhance their professional skills.
It is advisable to organize both in higher education
institutions and in the field of preschool education for
other educational and specialized subjects in various
forms of independent education, i.e., familiarization
with professional and literary literature, preparation of
a synopsis on specific topics based on them, visiting
museums, participation in conferences, exhibitions,
and competitions.
The creative nature of pedagogical activity requires the
educator to study best practices, master innovations,
and implement them in practice. The active
introduction
of
innovations
necessitates
the
involvement of educators in scientific research.
Engaging educators in such research will enable them
to successfully utilize the results achieved later in their
work [2].
Furthermore, an educator must undergo special
training to become a skilled master of their profession.
It must comply with the following conditions:
To educate the younger generation, a teacher must
possess a higher education, thoroughly acquire
professional knowledge, be able to select the necessary
methodological literature, work with scientific
literature, study the experience of leading experienced
educators, and apply it in their work.
2. The educator must be well-versed in observation, be
able to analyze their behavior and be able to find
means of positively influencing the child.
To increase educators' interest in learning and develop
their connected vocabulary, the educator's words
should be fluent, clear, logically concise, and
understandable. They must be able to use modern
pedagogical and designation technologies in their
teaching and upbringing. It is necessary to be able to
effectively use interactive game methods of learning in
the educational process.
Based on the above-described functions of preschool
teachers in their professional activities and the
"Concept of Preschool Education," we highlight three
aspects of training that determine the professional
competence of modern educators: [3]
- Personal training;
- Professional training;
- Reflective training;
Personal readiness is the reflection of qualities that
should be determined in the personality of the
educator, and includes gnostic (cognitive) abilities (the
ability to work with scientific information, the ability to
use scientific knowledge in practice, the ability to solve
pedagogical tasks with high skill); organizational
abilities (creating favorable conditions for the
organization and implementation of educational
activities, the ability to choose methods and means of
training, the allocation of time, the ability to provide
the educational process with the necessary equipment,
the ability to create the necessary conditions for
organizing and conducting; we include communicative
abilities (understanding the perception of markings in
relation to preschool age periods, the ability to change
the methods and techniques of transmitting signs in
relation to the situation, rational communication in the
process of professional activity, etc.).
Professional training As defined by the First President
of the Republic of Uzbekistan, in accordance with the
Decree of the President of the Republic of Uzbekistan
I.A. Karimov "On Measures to Further Improve the
System of Foreign Language Learning" No. PP-1875 of
December 10, 2012, the knowledge of a foreign
language, including English, was established as a
professional requirement for teachers. It also includes
skills and experience that are of particular importance
for the professional activity of an educator.
Reflective preparation enables the educator to plan
their future activities based on the results of the
educational process, encompassing three types of
reflective abilities: perception of the object, knowledge
of measuring, and a sense of belonging.
The basic education received by the teacher creates
only the necessary conditions for the formation of
professional guarantees. In addition, recently there has
been a trend towards an increase in the number of
educators who do not have special preschool
education, educators whose vocational education does
not meet the modern requirements of preschool
education, and educators with established pedagogical
stereotypes. In a modern, steadily developing world,
every specialist is forced to constantly update and
improve their knowledge, skills, and scientific
experience. Special attention should be paid to
professional guarantees.
The main ways of its development can be: courses for
improving knowledge, research, experimental activity,
mastering new pedagogical technologies, the ability to
International Journal of Pedagogics
31
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
navigate the information flow, generalization of one's
pedagogical experience, but most importantly, self-
education.
Self-education is purposeful educational activity
directed by the individual; it is the acquisition of
systematic knowledge in science, technology, culture,
political life, and any other field. Self-education is based
on the student's interest in organic combination with
independent study of the material.
It is necessary to understand the necessity of self-
education and strive for self-development. K.I.
Chukovsky said: "Only knowledge acquired on the basis
of your own initiative is strong and valuable..."
Zakharova G.I.: "professional competence" is an
integral characteristic of the educator's personality,
characterizing their awareness in the field of
psychological and pedagogical knowledge, professional
competence and experience, personal experience. At
the same time, there will be a need to orient the
educator towards future work and achieve
professionally necessary results, open to dynamic
communication with the necessary knowledge.
The criteria for self-education are: the effectiveness of
professional activity, the growth of the educator's
creativity, the introduction of new pedagogical
technologies into the educational process. Self-
education is the first step towards developing
professional competence. The result of the educator's
efforts is the improvement of work with children, the
creation of favorable conditions for their harmonious
development.
Thus, we can conclude that the main component of the
teacher's professional competence is self-education. A
high level of professional guarantee allows educators
to choose effective ways to solve professional
problems, creatively perform professional tasks,
improve
their
scientific
experience,
create
competitiveness, and most importantly, improve the
quality of preschool education.
Professional competence of an educator is a
multifaceted phenomenon, including a system of the
educator's theoretical knowledge and methods of their
application in specific pedagogical situations, the value
orientations of the educator, as well as integral
indicators of his culture (speech, communication).
The main components of a teacher's professional
competence include the following.
• Intellectual and pedagogical competence
- the ability
to apply acquired knowledge, experience of
professional activity for effective teaching and
fostering innovative abilities;
Information competence - the volume of information
about the educator himself, his pupils, parents, and
colleagues.
• Management competence
- the educator's ability to
manage their actions, manage their emotions, reflect,
and be stress-resistant.
Communicative
competence
is
a
necessary
professional quality, as well as speech abilities,
listening skills, extraversion (a quality of a person
distinguished by a great interest in the external world),
an attempt to understand (to care, to understand
another), etc.
The ability of pupils to cooperate with their parents is
one of the main professional competencies.
For the qualitative formation of an educator's
qualifications, basic knowledge, skills, and abilities that
develop in the process of self-education are necessary.
REFERENCES
Sodikova Sh. A. Maktabgacha pedagogika-T: 2013.
O‘zbekiston Prezidenti Shavkat Mirziyoyev 2017
-2021
yillarda O‘zbekistonni rivojlantirishning beshta ustivor
yo‘nalishi bo‘yicha xarakatlar strategiyasi. 7
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2017.
Ilk qadam. O‘quv dasturi.
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