International Journal of Pedagogics
243
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
243-248
10.37547/ijp/Volume05Issue04-64
1
Methodology for Developing Personal Competences That
Require the Integration Of E-Learning Platforms and
Application Packages
Umirov Boboyor Baxtiyor o‘g‘li
Teaching Assistant, Department of Primary Education, Uzbekistan-Finnish Pedagogical Institute, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
The article reflects information about the division of competence into several types by scientists. At the
same time, the process of working with the electronic textbook platform developed by the author and about it
are presented. Software packages in the electronic textbook and what to pay attention to in the process of
working with them are presented, and the types of software packages used in professional and creative activities
are presented.
Keywords:
Electronic textbook, competence, special competence, basic competencies, software packages.
Introduction:
There are various approaches to
classifying competencies. In particular, N.A. Muslimov
and M.B. Urazova classify competencies from the
perspective of vocational education into the following
types:
•
Special Competence
–
mastering one's
professional activity at a sufficiently high level and
being able to plan further professional development.
•
Social Competence
–
mastering collaborative
professional activities, cooperation, and social
responsibility for one's work outcomes.
•
Personal Competence
–
the ability of an
individual to independently reflect and develop, and to
resist professional deformities.
•
Individual Competence
–
the ability to
independently apply and develop individuality within
the scope of the profession, professional-personal
growth, the ability to organize independently, and to
rehabilitate independently.
•
Core Competencies
–
the knowledge, abilities,
and skills necessary for an individual to adapt and
perform productive activities in intercultural and
interdisciplinary contexts.
In our opinion, competencies related to achieving
success include: planning, organizing activities,
analyzing outcomes, and competencies related to
working with people, such as managing relationships,
working in a group, and influencing others. These
competencies are particularly specific to personal
competence.
Y.S. Zair-Bek has identified the following types of
methodological competencies:
•
Goal-oriented Competence: The definition of
the goal and the problem of goal-setting is a crucial part
of the entire pedagogical activity. The ability to set
correct goals is linked to the outcomes of pedagogical
work.
•
Content-related Competence: The scope of
technological education content provided at each stage
of general education. It includes the minimum required
level of students' preparation within the specified
content scope and the maximum possible academic
load for each academic year.
•
Monitoring Competence: The assessment of
educational quality involves determining the outcomes
of the educational process. Simultaneously, quality
refers not only to the educational effectiveness but also
to the content, conditions, and processes that ensure
the result.
Professional Competence
–
the knowledge, skills, and
expertise required for performing professional
activities at a high level.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Psychologist-scholars offer different definitions of the
concept of professional competence. According to T.M.
Sorokina, "Professional competence is the readiness of
pedagogues to carry out professional activities both
theoretically and practically and their ability to solve
pedagogical tasks at various levels." M.I. Lukyanova
emphasizes
that
psychological-pedagogical
competence is a combination of the teacher's unique
qualities, high professional readiness, and the ability to
interact effectively with learners in the teaching and
educational process.
Professional competence involves not only acquiring
specific knowledge and skills but also mastering
integrative knowledge and actions within each
independent field. Furthermore, competence requires
continuously enriching professional knowledge,
understanding new social demands, searching for and
processing new information, and applying it in one's
work.
Professional competence is evident in the following
situations:
•
In complex processes.
•
When performing uncertain tasks.
•
When using conflicting information.
•
In unexpected situations, a professional with
competence can:
o
Continuously enrich their knowledge.
o
Assimilate new information.
o
Deeply understand the demands of the time.
o
Search for new knowledge.
o
Apply it effectively in their practical work.
•
Here is the translation of your text into English:
•
In
several
studies,
the
professional
competence specific to pedagogues and its distinctive
features have been explored. Research conducted by
A.K. Markova and B. Nazarova can be mentioned in this
regard. In her research, F.R. Muradova notes that the
professional competence of a pedagogue consists of
several components. Considering the presence of
professional education programs in higher educational
institutions focused on teaching informatics within
practical programming courses, the conclusion was
made that it is necessary to identify the qualities
specific to professional and personal competence.
METHODOLOGY
Not every prepared multimedia product meets these
requirements; furthermore, the student’s personal
interests may differ from the direction proposed by the
teacher. In this case, the student may create a software
product that explores a topic of their choice, using their
own capabilities.
•
Researchers and scholars note, “In our case, we
possess the skills of using culture, art, production,
tourism, and software. We live in a software culture.”
Figure 1. Classification of Software for Developing Personal Competence in Students
Taking this into account, studying software tools used
in all aspects of life and forming knowledge and skills
regarding the capabilities of these programs at the
most basic level is the highest goal set by the scholars
who contribute to the development of this field. Thus,
we explore the possibilities of creating multimedia
products. In higher educational institutions providing
informatics education, the following types of
knowledge, skills, and competencies related to
software are formed in the "Practical Programming
Package" course.
Below are some relatively popular software products
for different forms of information. Based on
pedagogical technology, a website has been developed
for students at higher educational institutions to
develop personal and information-communication
competencies. The website provides an individual
learning trajectory for developing information-
communication competencies through the "Practical
Programming Package" course. Independent work,
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
laboratory exercises, and subject-specific tasks for students have been created on the adpk.uz website.
Figure 2. “Practical Programming Package” e
-textbook page for electronic books.
Based on the generalization of pedagogical-
psychological
and
organizational-methodological
conditions for the research, a model was developed
that reflects this process in a unified manner.
Figure 3. Practical Programming Package e-textbook section page.
On the section page of the "Practical Programming
Package" e-textbook, the user can enter the desired
section and obtain the necessary information.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 4. Features of the Word text editor.
Using MS Word features, students can create simple
and complex structured documents related to any field,
format them, add tables, process them, and save them.
They will also learn tools for reviewing documents,
adding hyperlinks, checking texts for spelling errors,
organizing tables of contents, and writing citations. The
capabilities of this text editor can be seen in some of
the following actions:
•
Checking the spelling and grammar of the text.
•
Working with tables, selecting their borders
and internal colors.
•
Drawing images.
•
Creating, saving, editing electronic documents,
etc.
•
Editing messages received from email inboxes
and other features.
Figure 5. MS PowerPoint program interface.
MS PowerPoint is a program widely used in
professional activities, offering excellent tools for
working with multimedia files. This program allows
users to create slide shows, turning simple images or
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International Journal of Pedagogics (ISSN: 2771-2281)
photos into beautiful films. It also permits the use of
clips as materials for creation. With this program, users
can create video clips. The program has a simple
interface [91, 5-b.]. During the design and data entry
stage, the first step is to create a new blank
presentation. When starting PowerPoint, a new
presentation typically consists of a single blank slide. If
not, the "Create" command in the File menu should be
selected. As a result, a new file creation panel will
appear. From this panel, the "New Presentation"
command is selected. After this, a new blank slide will
appear on the screen, and on the right side, the "Slide
Layouts" panel will appear.
Programs that create subject-specific documents
–
In
the field of arts and culture, it is advisable to use MS
Office editors for preparing documents. This panel
contains over 20 different layout options. Layouts can
consist of various objects. For example, a slide can
contain text and an image, text and a graph, text and a
table, and animations, among others. In general, a slide
can hold various objects in addition to text, images
(pictures), and graphics, such as tables, various types of
charts, photos, animated objects, audio and video data,
and other information.
Figure 6. “Practical Programming Package” e
-textbook Microsoft Excel page.
The following data processing capabilities are available
in Excel:
•
Working with basic mathematical and logical
functions.
•
Using statistical functions such as regression
analysis or dispersion analysis methods.
•
Utilizing sorting and classification functions to
work with data in tables.
•
Using various functions that allow for
optimization and modeling.
International Journal of Pedagogics
248
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International Journal of Pedagogics (ISSN: 2771-2281)
Figure 7. Creating a chart in Microsoft Excel.
Microsoft Excel (sometimes called Microsoft Office
Excel) is a program developed by Microsoft for working
with electronic spreadsheets on Microsoft Windows,
Microsoft NT, and Mac OS, as well as Android, iOS, and
Windows Phone platforms. It provides tools for
economic-statistical
calculations
and
graphical
capabilities. In the Mac OS X platform, Microsoft Excel
is an essential program for specialists working with
tables, charts, and various graphics.
CONCLUSION
Student-centered learning primarily changes the
paradigm of education. Until now, the prevailing
education system focused on teaching, while in the
current era of information society, the priority has
shifted towards learning and teaching. The essence of
personal qualities reflecting professional competence
in the field of informatics has been discussed.
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