Journal of Social Sciences and Humanities Research Fundamentals
126
9
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TYPE
Original Research
PAGE NO.
126-129
DOI
OPEN ACCESS
SUBMITED
28 March 2025
ACCEPTED
24 April 2025
PUBLISHED
26 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methods of Developing
Pedagogical Competence
Askarova Nargiza Abdivalievna
Associate Professor of the Department of "Pedagogy and Psychology",
Tashkent State Medical University, Uzbekistan
Goyibov Ziyodullo Ubaydullo ogli
1st-year Master's student, Department of Infectious and Pediatric
Infectious Diseases, Uzbekistan
Abstract:
This article explores the concept of
pedagogical competence, its developmental stages, and
its importance for effective teaching practice. The
authors analyze modern methods and technologies
used to cultivate key pedagogical abilities, including
didactic, communicative, organizational, empathic, and
creative skills. In particular, interactive teaching
methods, problem-based learning, practical sessions,
pedagogical training, and reflective approaches are
highlighted as effective tools for developing pedagogical
competence. The article also offers practical
recommendations for young educators and students in
pedagogical fields. The research findings have
significant scientific and practical value in the formation
of professional competencies among future teachers.
Keywords:
Professional
competence,
didactic
approaches, communication skills, innovative methods,
reflective practice, improving education quality,
pedagogical training technologies.
Introduction:
In the 21st century, the modernization of
the education and upbringing system and the need to
educate knowledgeable and competitive youth place
new demands on pedagogical personnel. In this process,
the teacher is no longer merely a transmitter of
knowledge, but a multifaceted figure responsible for
shaping students’ personalities, fostering independent
thinking, and nurturing socially active citizens.
Therefore, the professional competence, personal
qualities, and especially the pedagogical abilities of the
teacher are considered crucial factors in determining
the quality of education.
Pedagogical ability - refers to the set of psychological
Journal of Social Sciences and Humanities Research Fundamentals
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Journal of Social Sciences and Humanities Research Fundamentals
and professional attributes that enable a teacher to
effectively carry out educational and instructional
activities. Through these abilities, a teacher
successfully performs key functions such as teaching,
educating, and developing students. Additionally,
pedagogical abilities encompass the teacher’s
individual traits, social-psychological approaches, and
the capacity to recognize and respond to students’
needs and capabilities.
In modern pedagogical science, the formation of
pedagogical abilities is viewed not merely as a part of
the educational process, but as a core component that
defines the very essence of pedagogical activity. The
effectiveness of methods and technologies that
contribute to student development directly depends
on the level of a teacher’s abilities.
This paper explores the theoretical foundations of
pedagogical abilities, their classification, and stages of
development. Furthermore, it analyzes effective
methodological approaches and strategies for shaping
pedagogical
abilities
within
the
context
of
contemporary education.
Literature Review
The issue of developing pedagogical abilities has been
studied by numerous scholars. N.V. Kuzmina considers
pedagogical abilities as a fundamental component of
the teaching profession. A.A. Leontyev emphasizes the
importance of communicative skills. V.A. Slastyonin
analyzes pedagogical abilities in terms of didactic,
organizational, empathetic, and creative aspects.
Among Uzbek researchers, A. Tojiboyev and G.M.
Abdullayeva have proposed methods for developing
these abilities through interactive techniques and
practical training. In foreign literature, scholars such as
J. Hattie and L. Darling-Hammond highlight the
significance of professional development for teachers
based on mentorship and reflective approaches.
Taking into account the social order of society, the
supplementary education system is aimed at preparing
specialists
capable
of
delivering
high-quality
educational services. This is achieved through modern
psychological and didactic methods, tools, and various
approaches to working with children. The main goal is
to create socio-cultural conditions that enable the
effective implementation of educational activities.
The article highlights the principles, structural
components, and methods aimed at improving the
pedagogical mastery of specialists in supplementary
education. It also proposes diagnostic and effective
approaches to assess the criteria, indicators, and levels
of pedagogical mastery development among these
specialists.
The comprehensive assessment model covers the
following core aspects:
- Cognitive Competence
: Includes psychological and
ethical-pedagogical knowledge, technological skills, and
mastery of both traditional and innovative teaching
methods;
- Communicative Competence
: Involves effective
pedagogical communication, speech culture, oratory
skills, and conflict resolution abilities;
- Motivational Factors
: Encompasses interest in
pedagogical activity, research skills, and enthusiasm for
innovations;
- Personal Qualities
: Such as open-mindedness, project-
oriented thinking, analytical and creative abilities,
adaptability, stress resistance, and a humanistic
orientation;
- Behavioral Organization
: Refers to self-regulation and
professional discipline.
It is emphasized that the model developed for
improving the pedagogical mastery of specialists in
supplementary education institutions ensures a step-
by-step, systematic, and goal-oriented approach. It also
enables the utilization of various social and cultural
methods and resources.
Professional mastery
refers to a high level of
engagement in fulfilling one's professional duties.
Pedagogical mastery
is a set of personal qualities that
ensure a high degree of self-organization in professional
activities. According to A.S. Makarenko, pedagogical
mastery is not exclusive to talented individuals. A
teacher acquires mastery after years of dedicated work.
Accelerating the process of achieving pedagogical
excellence involves the proper selection of future
teachers, scientifically based selection of candidates for
pedagogical work, acquisition of essential knowledge,
skills, and qualifications, as well as the development of
professionally important qualities, abilities, and
readiness for pedagogical activity.
The development of pedagogical mastery occurs in two
main and interrelated directions:
1.
Externally Supervised Development:
A. Organizing methodological associations in
schools;
B. Attending professional development courses.
2.
Self-directed Development by the Teacher:
A. Self-education (acquisition of knowledge, skills,
and competencies);
B. Self-discipline (shaping worldview, motivation,
practical experience, and personal qualities);
C. Self-development (enhancement of thinking
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Journal of Social Sciences and Humanities Research Fundamentals
processes and abilities);
D. Studying advanced pedagogical experiences and
conducting peer lesson observations.
Continuous professional education of the teacher is a
crucial condition for developing their creative
potential, an integrative part of their life, and a
necessary condition for the continuous development
of individual pedagogical experience. The growth of a
teacher’s professional mastery and pedagogical
culture becomes more effective when a person turns
into an active subject of action, and when practical
individual experience harmonizes with social and
professional experience.
Moreover, it is enhanced when creative professional
inquiry is encouraged and supported within the
pedagogical community.
One of the key conditions for improving a teacher's
pedagogical mastery is increasing their qualifications.
Methodological work can meet the needs for scientific
and methodological preparation of teachers, provided
it is individualized and differentiated. Organizing
methodological work based on a differentiated
approach involves a number of objective and
subjective conditions, primarily the need to consider
teachers’ life and professional views, and their value
orientations.
Participation in methodological and innovative
activities leads to the formation of a personal
pedagogical system and the development of an
individual style of pedagogical activity.
A teacher can achieve a professional level only when
they possess a set of abilities and competencies that
allow them to take full responsibility for the results of
their activity. To succeed professionally, a teacher
must strive to develop their inner strength, strengthen
their will and character, and enhance their thinking
and potential.
The concept of reflection is interpreted as the process
of self-
awareness of a person’s inner psychological
processes and states.
Pedagogical reflection
represents the t
eacher’s ability
to objectively evaluate themselves and their actions,
understand their role and significance in the
educational process, and realize themselves as the key
figure in the responsible task of shaping the learner’s
personality. In the process of managing the
pedagogical process, the teacher analyzes their
actions, their results, and relationships with the
individuals involved. Reflection helps the teacher find
the right approach to participants in the pedagogical
process and manage their own psychological state.
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