Increasing the professionalism and competence was recognized as the main driving force of progress and activities leading to the goals of sustainable development. The modern education system involves the further improvement of the mechanisms for raising the competence of future specialists on the basis of a creative approach and an innovative system for putting them into practice. From this point of view, the research competence of future specialists on the basis of a creative approach is of particular importance for creating innovation, creating intellectual resources for socio-economic development through the development of cognitive and divergent thinking based on modern pedagogical processes that create new knowledge, and expanding the training opportunities for competitive personnel. The article looks into the requirements and policies for the competent teaching staff.
In this article, the importance of improving the professional competence and professional development of primary school teachers as a scientific-pedagogical problem is studied. The scientific views of foreign and our republican scientists on the topic are summarized. The principles, theoretical and pedagogical aspects of developing the professional competence of primary school teachers are scientifically based.
In the article, interactive educational technologies in the development of communicative competence of students of the Russian language are written. The main task of the teacher is to form and develop the communicative competence of students, and it is appropriate for teachers to make their activities the main task of using methods and technologies that enable students to communicate independently and freely in Russian. It is necessary that such an activity arouses the desire of students to communicate in the language they are learning and that this communication brings joy to the students.
The article examines the problem of developing students' linguistic and cultural competence in the process of learning the Russian language in general educational institutions. Person-oriented and communicative education is evaluated as an important means of formation of linguistic and cultural competence.
This thesis explores the impact of self-assessment on the development of phraseological competence among language learners. Self-assessment is identified as a key factor in enabling learners to recognize their strengths and weaknesses, set personal learning objectives, and apply targeted learning strategies to improve their command of idiomatic expressions and collocations. Through self-assessment, learners are motivated to engage more deeply with the learning material, tailor their learning process to their individual needs, and actively correct their language use.
This article is devoted to the implementation of competence-based approach in training of future teachers of foreign languages. It is due to the accelerating world processes of globalization and informatization. The concept of professional competence of a teacher is a unity of theoretical and practical training in the general structure of a person and characterizes his professional skills.
This article explores the benefits and strategies of using literary texts as a tool for improving lexical competence. Developing and expanding lexical competence is an essential component of language learning and can lead to improve reading comprehension, writing proficiency, and overall communication skills.
This article discusses effective methods of developing language competence in future teachers and lists a number of useful methods.
This article is devoted to the content, structural elements and features of the development of meta-methodological competence of a future primary school teacher and the competences that a modern primary school teacher needs to master are highlighted based on the author’s views and the requirements for a primary school teacher and research works devoted to this problem.
Moral-aesthetic competence, which includes ethical behavior, cultural understanding, and aesthetic sensitivity, is a vital component of a well-rounded education. Tourism activities provide students with unique chances for experiential learning, allowing them to investigate other cultures, issues of ethics, and aesthetic expressions. The study was conducted to explore essence of the formation of moral-aesthetic competence of students based on tourism activities. The following methodologies were used in the study: theoretical analysis, classification, generalization and systematization. The study established a model representing the dynamic interplay between tourism and moral-aesthetic education.
This study is an analysis of the English languagemedical translation in teaching English languagein the classes for Master degree students in medical high schools. The growth of the discipline of medical translation studies has been accompanied by a renewed reflection on the object of research and our metalanguage. These developments have also been necessitated by the diversification of Latin language within the language industry. The very label translation is often avoided in favour of alternative terms, such as localisation (Human Anatomy), transcreation (pharmaceutics), transediting (physiology and pathology of diseases). The competences framework developed for the European Master’s in Translation network speaks of experts in multilingual and multimedia communication to account for the complexity of translation competence. This paper addresses the following related questions: How can translation competence in such a wide sense be developed in training programmes? Do some competences required in the medicine sphere go beyond translation competence?
The article describes the didactic possibilities of developing cognitive competence in the training of future teachers. It is methodologically based on the fact that cognitive competence in future teachers allows to ensure the development of cognitive resources of a person, to solve cognitive problems that arise in all types of activity, to extract knowledge directly from reality, to act in non-standard situations, to master heuristic methods of problem solving.
The article explores the role of interactive teaching methods in developing students' writing skills using a linguocultural approach. The author analyzes the effectiveness of interactive methods such as group assignments, role-playing games, and project work within the Uzbek educational context. Special attention is given to the significance of this approach in Uzbekistan's education system. The implementation of interactive methods enables the development of students' communication, creative thinking, and collaboration skills, thus fostering their writing competence at the language and cultural levels. The study emphasizes that employing a linguocultural approach not only helps students acquire writing skills but also facilitates their understanding of the deep connections between language and culture, which is crucial for preserving and advancing Uzbek cultural and linguistic identity. Based on the research findings, the author recommends integrating interactive teaching methods grounded in the linguocultural approach into Uzbek educational programs. This integration will enhance the effectiveness of teaching students' writing competence and contribute to their linguocultural development, thereby holding significant value for Uzbekistan's educational system.
With the spread and development of the English language throughout the world and its wider use in Uzbekistan, methods of improving the level of English have become of great importance among students. This contributed to changes in the learning process. Currently, teaching a second language involves a number of detailed processes focused on a communicative approach.
Language education in a multicultural world is a foreign language on the quality of training modern, competent and competitive specialists in all spheres of life. Business projects of the global economy have no boundaries, and for their effective implementation, an important factor is the ability of partners to communicate on professional topics in foreign languages. The combinations of project participants depend on the qualifications of the specialists and often involve representatives of different nationalities and cultures. In order for communication in professionally oriented situational foreign languages to contribute to the achievement of the goals of the project, participants need to know a foreign language multi-linguistic and multicultural competence in a foreign language.