THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
23
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PUBLISHED DATE: - 13-06-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue06-07
PAGE NO.: - 23-25
THE IMPORTANCE OF WORK ON SELF-
DEVELOPMENT IN ACQUISITION OF
PROFESSIONAL-ACMEOLOGICAL
COMPETENCE
Muminova Gulnozakxon Sulton Kizi
Doctoral Student Of Uzbek PFITI Named After T.N. Kori Niyazi, Uzbekistan
INTRODUCTION
Educating a person in all aspects is the eternal
dream of humanity, and our ancestors looked for
ways to teach the younger generation
enlightenment, spirituality and culture, to lead
them to perfection and the rules of the law. The
concept of a teacher-mentor expresses the goal of
developing intellectual maturity, worldview,
human faith, duty and responsibility, moral
qualities characteristic of the people of our society,
based on the knowledge created by the younger
generation. A teacher represents responsibility and
the important and proud work of preparing our
younger generation to become worthy children of
our nation. The political maturity of the teacher, his
creative approach to his tasks related to educating
students and awareness of his responsibility to
society, and the constant improvement of his skills
contribute to his professional growth.
It is considered appropriate to organize
educational processes based on various new
approaches. Our respected President Sh.M.
Mirziyoyev said: “In order for our youth to become
independent thinkers, have high intellectual and
spiritual potential, and become people who are not
inferior to their peers in any field on a global scale,
our state must be happy. And we we will mobilize
all the forces and capabilities of our society” [1],
and not without attention, the youth of our
independent Uzbekistan is focused on free
thinking. Therefore, one of the high tasks facing us,
teachers, is to organize lessons based on modern
approaches, based on the requirements of the new
era.
That is why President Sh. Mirziyoyev, in his video
election address dedicated to the development of
school education, said: “Our highest goal is the
further development of science in our country, the
education of our youth with deep knowledge, high
spirituality and culture. Education is our future, a
matter of life and death. Therefore, we have no
right to delay reforms in this area. “If every leader
changes his style of work, if changes occur in a
school, village, district, then the state will develop,”
they said. [2] Society and the state need specialists
capable of continuing active creative knowledge,
education and development. They must have the
potential to solve complex life and professional
RESEARCH ARTICLE
Open Access
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
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problems. This depends on the acquired
knowledge, skills and abilities, as well as additional
qualities that are expressed by the concepts of
“competence” and “competence”.
A competent approach is a new pedagogical reality
from the point of view of modernization of higher
education. Within the framework of this approach,
practical experience, competence and competency
are considered as didactic units, and the traditional
three elements of education (triad) -
“knowledge
-
skill -
competence” are divided into six units
(sextet) -
“knowledge
-
knowledge”. in the form
“qualification –
qualification
–
practical experience
–
competence
–
competence”. First of
all, it is
necessary to clarify the essence of the concept of
“competence”. Competence (a Latin word meaning
to achieve, to be right) is the subject’s willingness
to set a goal and effectively implement external and
internal resources to achieve it, in other words, it is
the subject’s personal ability to successfully solve
problems. associated with a specific object of
activity.
The concept of “competence” entered the field of
education as a result of psychological research.
Consequently, competence is “the
way a specialist
behaves in non-standard situations, unexpected
situations, enters into communication, stands in a
new way in relationships with opponents,
performs ambiguous tasks, uses conflicting
information, consistently develops and” owns an
action plan in complex processes . "
The pedagogical competence of L.M. Mitina is
understood as knowledge about the subject,
teaching methods and didactics, pedagogical
communication skills and competencies, as well as
methods and means of self-development, self-
improvement, self-realization in their harmonious
combination [3]. In the structure of pedagogical
competence, he identified three components:
active, communicative and personal. Based on the
structuring of pedagogical competence proposed
by L.M. Mitina, we believe that the following set of
competencies is sufficient and necessary, the level
of mastery of which determines the level of
development of the pedagogical competence of
future specialists: - active or special competence
(knowledge, skills, competence and individual
methods of implementing pedagogical activities); -
personal or professional competence (knowledge,
abilities and skills related to professional self-
improvement
and
self-realization);
-
communicative competence (knowledge, skills and
competencies associated with the creative
implementation of teaching activities).
The concepts of professionalism and competence
have common features. There are several types of
competence:
Professional competence is the acquisition by a
specialist of knowledge, skills and abilities
necessary for professional activity, and their
practical application at a high level.
Social competence is the ability to be active in
social relationships, mastery of skills, and the
ability to communicate with subjects of
professional activity.
Special competence is preparation for organizing
professional pedagogical activities, rational
solution of professional pedagogical problems,
realistic assessment of performance results,
consistent development of BCM, psychological,
methodological, informational, creative, innovative
and communicative competence based on this
competence. thrown into the They express the
following content.
Psychological competence is the ability to create a
healthy psychological environment in the
pedagogical
process,
organize
positive
communication with students and other
participants in the educational process, be able to
understand and promptly eliminate various
negative psychological conflicts.
Methodological competence is a methodologically
rational organization of the pedagogical process,
the correct definition of forms of educational
activity, the correct choice of methods and means,
the ability to effectively use methods, the
successful use of means.
Creative competence is a critical, creative approach
to
teaching, the ability to demonstrate one’s
creative abilities.
Innovative
competence
-
improving
the
pedagogical process, improving the quality of
THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
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education, promoting new ideas to improve the
efficiency of the educational process and their
effective implementation in practice.
Communicative competence is the ability to
sincerely communicate with all participants in the
educational process, including students, to be able
to listen to them, and to have a positive influence
on them [4].
Each type of competence includes a set of skills,
knowledge and abilities. For teachers, they
manifest themselves at different levels. You can
determine how developed certain competencies
are by paying attention to the indicators of his
behavior in the performance of official duties. How
is competence developed? The main thing for the
formation of teacher competence is special
professional education. In the future, knowledge
and skills acquired in practice will complement the
level of initial competence.
Self-improvement and self-development are
important in acquiring professional and
acmeological competence. Self-development tasks
are determined through self-analysis and self-
assessment. Work on oneself is the organization of
practical actions of a teacher with the goal of
consistent development of his professional
knowledge and personal qualities.
Self-care can be seen in:
•
Creative and critical approach to activities;
•
Achieving
professional
and
creative
cooperation;
•
Development of business abilities;
•
Get rid of negative habits;
•
Mastery of positive qualities;
•
Teacher as a specialist:
•
Improving the pedagogical process based on
a clear sense of purpose;
•
Increase the efficiency of the teaching
process and one’s own work activity;
•
Mastery of pedagogical knowledge, which is
constantly updated;
•
Know advanced technologies, methods and
tools;
•
Effective implementation of the latest
scientific and technical innovations in our
activities;
•
Improving professional skills;
•
The skill is the prevention of negative
pedagogical conflicts, the search for
measures to eliminate them and work on
oneself.
REFERENCES
1.
Shavkat Mirziyoyev. Xalq ta’limi tizimini
rivojlantirish pedagogning malakasini va
jamiyatda nufuzini oshirish, yosh-avlod
ma’naviyatini yuksaltirish masalalariga
bag‘ishlangan videoselektor yig‘ilishidagi
nutqidan. 2022-yil 8-yanvar.
2.
Jabborova Onahon Mannopovna, Jumanova
Fatima Uralovna, & Mahkamova Shohida
Rahmatullayevna. (2020). Formation of
Artistic Perception of Future Teachers.
International Journal of Psychosocial
Rehabilitation, 24(4), 4087-4095.
3.
Митина Л.М. (2004). Психология труда и
профессионального развития учителя.
-
М.: Академия.
-
320 с.
4.
"Science and Education" Scientific Journal /
ISSN 2181-0842 October 2021 / Volume 2
Issue 10 www.openscience.uz 339
