Формирование профессионально-практической компетентности женщин на основе ремесла

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Formation of professional practical competence of women
based on handicrafts

Markhabo MAGDIEVA

1

Tashkent State Pedagogical University named after Nizami

ARTICLE INFO

ABSTRACT

Article history:

Received January 2024

Received in revised form

15 January 2024
Accepted 25 February 2024

Available online

15 March 2024

The article examines the development of professional and

practical competence of women based on teacher qualifications,

identifies its components, and reveals its content. The

professional competence of the teacher is also determined by

the nature of the teaching activity and other aspects.

2181-

1415/©

2024 in Science LLC.

DOI:

https://doi.org/10.47689/2181-1415-vol5-iss2/S-pp231-239

This is an open access article under the Attribution 4.0 International

(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)

Keywords:

cognitive activity,

immediate analysis and
immediate action,
pedagogical perception,

pedagogical innovation.

Ayollarning kasbiy-amaliy kompetensiyasini hunarmandlik
asosida shakllantirish

ANNOTATSIYA

Kalit so‘zlar

:

kognitiv faoliyat,

bevosita tahlil va tezkor
harakat,

pedagogik idrok,

pedagogik innovatsiya.

Maqolada

xotin-qizlarning

kasbiy

va

amaliy

kompetentsiyasini o‘qituvchi malakasiga asoslangan holda
rivojlantirish masalalari o‘rganilishi bilan birga uning tarkibiy

qismlari aniqlangan hamda mazmuni ochib berilgan.

Shuningdek, o‘qituvchining kasbiy kompetentsiyasi pedagogik

faoliyat xususiyati va boshqa jihatlar bilan belgilangan.

Формирование профессионально

-

практической

компетентности женщин на основе ремесла

АННОТАЦИЯ

Ключевые слова:

познавательная

деятельность,

непосредственный анализ

В

статье

исследуются

вопросы

развития

профессиональной и практической компетентности

женщин, основанные на квалификации учителя. Выявлены

1

Teacher, Tashkent State Pedagogical University named after Nizami. E-mail: marhabomagdiyeva@gmail.com

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и непосредственное

действие,

педагогическое

восприятие,

педагогическая

инновация.

компоненты такой компетентности и раскрыто ее

содержание.

Кроме

того,

профессиональная

компетентность учителя определена через характер

педагогической деятельности и другие сопутствующие

аспекты.

INTRODUCTION

Studying the development of professional and practical competence of women

based on teacher qualifications necessitates the identification of its structural

components, as well as a description of their content. The specifics of teachers’

professional competence are determined by the characteristics of pedagogical work and

its differences from other types of activity.

LITERATURE ANALYSIS

Several differences can be identified:

1. The operational and systematic nature of pedagogical work requires, according

to A.S.

Makarenko, “immediate analysis and immediate action” [1

-3].

2. Limited possibilities for reliably choosing the best option for solving a problem

situation.

3. Pedagogical work is carried out constantly, day after day, but its results do not

appear immediately; the property of “remote” effectiveness appears.

4.

An essential professional feature of a teacher’s work is the ability to predict

further opportunities for developing the qualities of those being educated based on the

primary results of influence.

5. Each teacher works individually, but, at the same time, the results of training

and education are made up of the collective efforts of different teachers. Often, the lack of

unity of requirements in the teaching staff can significantly reduce the effectiveness of

the work of individual teachers.

6. An effective pedagogical process is determined by the integrity of the efforts of

each of its participants (teachers, students and their parents, administration).

7. The work of a teacher is internally contradictory; it combines specialized

knowledge, abilities, skills (in certain disciplines, branches of science, and production),

and general professional

–

psychological and pedagogical knowledge, abilities, and skills.

In addition, such internal heterogeneity of the teaching profession significantly

complicates the comparison of the level of professional competence for different groups

of teachers, especially requiring a differentiated approach [1].

V.Ya. Adolf identifies the following special criteria for professional competence:

1. Selectivity. It is characterized by the degree of acceptance of pedagogical goals

that are professionally and personally significant for the individual. Subjectively, this is

manifested in a differentiated reflection of goals in pedagogical activity, which

determines the individual’s desire to realize himself as a teacher already during the

period of study at the institute.

2. Awareness. This refers to the ability of teachers to manage purposefully their

mental activity and master the methods of competent analysis of professional situations.
The acquired knowledge must be understood in a broader social context.

3. Effectiveness. It manifests itself in specific results of activities related to the

pedagogical transformation of problem situations, in the degree of discrepancy between

“should” and “desired”.

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4. Creative character. It is determined by the ability to transform non-standard

pedagogical situations for socially and personally significant purposes, and to find

optimal options for solving them.

5. Interest. It is necessary to combine personal and professional interests [6].

According to V.Ya. Adolf, the decisive influence on the structure of professional

competence in accordance with its goals in the professional training system is exerted by:

–

the structure of cognitive activity;

–

the structure of the total object of study

–

the reality surrounding a person,

reflected in the subject structure of scientific knowledge;

–

the need and specificity of specific types of cognitive activity;

–

the need to develop positive individual personality traits (abilities, interests,

inclinations);

–

logic of development of the main parallels of the educational process [7].

It is important to note that none of these determinants can be placed above the

others

–

all these factors collectively and comprehensively influence the structure of

professional competence.

Hence, the main components of the structure of professional competence, in the

author’s opinion, are

content-operational

,

motivational,

goal-setting

, and

personal

[2].

The structure of professional competence of V.A. Slastenin proposes to reveal

through a set of general and specific professional skills. Ideally, full compliance of a

specialist with the requirements of the qualification characteristics means the formation

of a person who integrates the entire set of professional skills [8].

Djumaev M.I. considering the professional competence of a school director,

identifies the following functionally interconnected components:

–

motivational

–

a set of motives that are adequate to the goals and objectives of

management;

–

cognitive

–

the div of knowledge necessary for management;

–

operational

–

a set of skills and abilities for practical problem solving;

–

personal

–

a set of personal qualities important for management;

–

reflexive

–

a set of abilities to anticipate, evaluate one’s own activities, and

choose a management strategy [3].

The identification of these components is based on the following theoretical

principles:

–

in its essence and structure, the professional competence of a school director

includes main components that are closely related to the main structural elements of the

management process;

–

such competence is not just a mechanical reflection of the management process,

but is closely related to the “I

-

concept” of the school director

–

the totality of his ideas

about himself, attitudes towards himself (reflection);

–

in each of the components of the structure of professional competence of the

school director, qualities are presented that belong to both the first and second levels of

management and, accordingly, professional competence, in this case, is considered as an

integral structure, in the unity of all its elements;

–

taking into account the peculiarities of management in the secondary education

system, a special place among the qualities that belong to the second level (managerial

decision-making, influencing people, taking into account the needs, motives, interests of

workers, communication, etc.) will be given to personal formations related with a

humanistic orientation of management [8].

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According to the author, this model is universal, so it can be used to describe the

professional competence of a teacher, a class teacher, and other representatives of the
teaching profession. Differences in these descriptions will stem from the specific
situations in which these specialists operate. In other words, if it is necessary to assess
the competence of any specialist, it is necessary to determine not only the subjective, but
also the real context of his actions. The specific situation in which he acts directly affects
both the development of already formed and the mastery of new competence.

Based on this, the formation of professional competence among school directors was

carried out by Djumaev M.I. based on their solutions to various types of management
situations, namely: typical management situations common to the activities of managers of
traditional and new types of educational institutions; typical management situations
characteristic of the activities of heads of new types of schools (gymnasiums, lyceums);
organizational, managerial and psychological situations in the activities of school leaders [4].

T.V.

Dobudko describes the structure of a teacher’s professional competence

through certain types of skills, namely:

1. Analytical skills;
2. Predictive skills and projective skills;
3. Reflective skills (professional approach), as well as professional education

adequate to them:

–

pedagogical thinking and pedagogical erudition;

–

pedagogical foresight, inference, imagination, intuition, forecasting;

–

pedagogical reflection [5].

It should be noted that T.V. Dobudko investigated the problem of developing the

professional competence of a teacher teaching a specific academic subject (computer
science teacher). Within the framework of this study, we are talking about the
pedagogical competence of the teacher in principle and not the subject teacher.

In the structure of the professional competence of a teacher A.K. Markova

identifies four blocks:

1. Professional (objectively necessary) psychological and pedagogical knowledge;
2. Professional (objectively necessary) pedagogical skills;
3. Professional psychological positions, and teacher attitudes required of him by

his profession;

4.

Personal characteristics that ensure the teacher’s mastery of professional

knowledge and skills [10, 11].

In the work of N.E.

Kostyleva presents the following components of a teacher’s

professional competence:

–

personal-humanistic orientation;

–

pedagogical perception;

–

pedagogical skills;

–

pedagogical creativity [12, 13].

They are connected and form an integral system, based on which the author

defines the professional competence of a teacher as a complex individual psychological
formation, which is based on the integration of experience, theoretical knowledge,

practical skills and significant personal qualities that determine the teacher’s readiness

for the actual implementation of pedagogical activity [14].

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METHODS

Analysis of historical, retrospective and theoretical-methodological sources,

summarization and interpretation of the obtained data, observation, interview,
questionnaire, content analysis, qualitative and expert assessment are used in the article.

RESULTS

In the most general form, psychological and pedagogical knowledge is determined

by curriculum. Psychological, pedagogical and special (subject) knowledge is a necessary,
but far from sufficient condition for professional competence. Many of them, in particular
theoretical, practical, and methodological knowledge, are a prerequisite for pedagogical
skills. Pedagogical skills are a set of pedagogical actions that consistently unfold in the
external or internal plane, some of which can be automated (skills), aimed at solving the
problems of developing a harmonious personality and based on relevant theoretical
knowledge.

There are several approaches to classifying teaching skills. They can be reduced

into three large groups: according to pedagogical functions [6]; on setting and solving
various classes of pedagogical problems [12]; according to the stages of managing the
pedagogical process [9].

As a result, the model of a teacher’s professional competence can be presented as

the unity of his theoretical and practical readiness. Based on these approaches,
pedagogical skills are combined into four groups:

–

constructive

–

the ability to set

pedagogical tasks.

They are associated with the “translation” of the content of the objective process of

socialization into specific tasks of training and education: studying the individual and the
team to determine the level of preparedness for the active mastery of new knowledge
and designing on this basis the development of the team and individual students;
identifying a set of educational, educational and developmental tasks, their specification
and determination of the dominant task;

–

organizational

–

the ability to program the

method of pedagogical action.

They make it possible to build and set in motion a logically complete pedagogical

system:

–

comprehensive planning of educational and developmental tasks;

–

reasonable selection of the content of the educational process; optimal choice of

forms, methods, and means of its organization;

–

communicative

–

the ability to perform a pedagogical action.

They involve identifying and establishing the relationship between the

components and factors of education and training, putting them into action:

–

creating the necessary conditions (material, moral-psychological, organizational,

hygienic, etc.) for the implementation of the educational process; development of the

student’s activity, transforming him from an object into a subject of the pedagogical

process; organization and development of joint activities;

–

ensuring the connection of the school with the environment, regulating external

non-programmable influences;

–

gnostic

–

the ability to study the results of solving a problem.

They require taking into account and evaluating the results of teaching activities:

self-analysis and analysis of the progress of the pedagogical process and the actions of

the teacher; defining a new set of dominant and subordinate pedagogical tasks.

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Pedagogical competence will only be a set of professional skills if it is not infused

with pedagogical creativity. Without co-creation with students, a productive process is
unthinkable.

In this regard, the approach to co-creation is interesting

–

highlighting several

levels of co-creation:

–

the level of elementary interaction with the class: the teacher uses feedback, and

adjusts his influences based on its results, but he acts “according to a manual”,

and

“according to a template”, based on the experience of other teachers;

–

the level of optimization of activity in the lesson, starting with its planning, when

creativity is manifested in a skillful choice and appropriate combination of content,
methods, and forms of teaching already known to the teacher;

–

heuristic, when the teacher uses the creative possibilities of live communication

with students;

–

the highest level of co-creativity of the teacher, which is characterized by his

complete independence;

–

when using ready-made techniques, he puts a personal element into them, so

they correspond to his creative individuality, the characteristics of the student’s

personality, and the specific level of development of the class [7, p. 35-36].

The author also considers the issue of the relationship between the concepts of

“pedagogical skill”, “pedagogical skill”, “pedagogical innovation” and “professional
competence”.

Under the pedagogical skill of M.I Djumaev understands that the teacher has a

fairly good command of the system of the most important teaching and educational skills,
which in their totality allow him to carry out teaching and educational activities at the
programmatic professional level and achieve more or less successful training and
education of students.

The next stage of professional growth and improvement of a teacher is pedagogical

skill. Pedagogical skill is nothing more than teaching and educational skill brought to a
high degree of perfection, which reflects the special polishing of methods and techniques
for applying psychological and pedagogical theory in practice, which ensures high
efficiency of the educational process.

The highest level of professional activity of a teacher is pedagogical innovation.

Pedagogical innovation organically includes the promotion and implementation of new,
progressive ideas, principles, and techniques in the process of teaching and upbringing
and a very significant increase in their quality [4-9].

DISCUSSION

According to the author, the frequently used categories “Pedagogical skill”,

“Pedagogical skill”, and “Pedagogical creativity” are not so much one

-line, but can act as

qualitative characteristics of teachers’ qualification levels. During the study, the author

set the task of determining the relationship between professional competence, teaching
skill, and pedagogical creativity and developing the most complete indicators of these
connections.

So, pedagogical skill is the activity of a teacher at the level of samples and

standards, worked out in practice and already described in methodological developments
and recommendations. The skill of a teacher is not directly related to his work
experience. In contrast to mastery, pedagogical creativity is always a search and

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discovery of something new: either for oneself (the teacher’s discovery of variable, non

-

standard ways of solving pedagogical problems), or for oneself and others (the creation
of new original approaches to individual techniques that reconstruct known pedagogical
experience).

Creativity, creative activity is an activity that generates something qualitatively

new and distinguished by uniqueness, originality and socio-historical uniqueness. Thus,
we can conclude that skill is part of pedagogical creativity and is a component of
professional competence.

Pedagogical competence in the areas:

–

methodological foundations of pedagogy;

–

pedagogical theories; pedagogical technology and methodology;

–

design and construction of pedagogical systems;

–

pedagogical communication; educational innovations;

–

theories and practices of educational research;

–

education management; professional self-improvement;

–

management of a person’s mental state;

–

psychological typologies [15].

Thus, in domestic psychology, the structural components of a teacher’s

professional competence are determined either through a hierarchy of knowledge, skills,
personal qualities, or through several specific abilities that presuppose professional skill,
or through certain components, etc.

In foreign psychology, when determining professional competence, the emphasis is

on the ability to act independently and responsibly. The main components of professional
competence are:

–

social competence as the ability for group activities and cooperation with others,

willingness to take responsibility for the results of one’s work, mastery of professional

training techniques;

–

special competence

–

preparedness to independently perform specific types of

activities, the ability to solve professional standard tasks and evaluate the results of one’s

work, the ability to independently acquire new knowledge and skills in the specialty;

–

individual competence

–

readiness for constant improvement of qualifications

and self-realization in professional work, the ability for professional reflection,
overcoming professional crises and deformations [16].

Thus, the development of the activity component of a teacher’s professional

competence is most influenced by the first group of factors

–

a change in the leading

activity (a change in the leading activity, a change in the way of performing an activity,
improving the way of performing an activity).

CONCLUSION

The development of the socio-communicative component is influenced by the

second group of factors

–

changes in the social situation of development (changes in the

socio-economic situation, changes in the implementation of professional plans,
innovative educational environment, random events, etc.). The development of the
personal component is determined by the third group of factors

–

human subjectivity

(increased social and professional activity, readiness for professional self-determination,
desire for self-development and self-realization, subjective feeling of stagnation in
development).

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