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DEVELOPING CREATIVE COMPETENCE THROUGH AN INTEGRATIVE
PEDAGOGICAL MODEL AND ITS FOUNDATIONS
Aska o a Zilolaxon Nu muxamado na
Lec u e , Depa men o “Exac and Na u al Sciences”, Pedagogical Mas e y Cen e
o Fe gana Region Independen Resea che , Fe gana S a e Uni e si y
h ps://o cid.o g/0009-0004-0725-3147
Abs ac . This s udy examines he pedagogical ounda ions o de eloping p e-se ice
eache s’ c ea i e compe ence h ough an in eg a i e app oach. The esea ch analyzes
he his o ical e olu ion o he concep o compe ence, he s uc u al componen s o
pedagogical compe ence, as well as he con en and key indica o s o c ea i e
compe ence based on scien i ic sou ces. A me hodological model g ounded in an
in eg a i e app oach is p oposed, in which mo i a ional, cogni i e, p ac ical, and
e lec i e componen s a e jus i ied s ep by s ep. Fu he mo e, me hodological
p inciples unde pinning he model such as in eg a ion, g adual de elopmen ,
e lec ion, c ea i e asks, and ac i e lea ne pa icipa ion a e de ined and heo e ically
subs an ia ed.
Keywo ds: c ea i e compe ence, in eg a i e app oach, pedagogical model,
me hodological p inciples, p o essional compe ence, me hodological compe ence, ICT
compe ence, p e-se ice eache p epa a ion, c ea i e hinking, pedagogical
in eg a ion.
The educa ion sys em o he 21s cen u y equi es eache s o possess a wide ange o
compe encies, including high p o essional mas e y, c ea i e hinking, e ec i e use o
ICT ools, and eadiness o social collabo a ion. Since 2017, he educa ional e o ms
unde aken in Uzbekis an ha e been aimed a ansi ioning o a compe ence-based
educa ion model, mode nizing educa ional s anda ds in acco dance wi h he
equi emen s o he Bologna Decla a ion, and o ien ing he lea ning p ocess owa d
p ac ical applica ion. In his con ex , he de elopmen o c ea i e compe ence in p e-
se ice eache s h ough an in eg a i e app oach has become a ma e o bo h
heo e ical and p ac ical signi icance.
The concep o “compe ence” was i s in oduced in o schola ly discou se by Noam
Chomsky (1965) and was la e expanded upon by schola s such as Dell Hymes, R.
Whi e, and John Ra en. Va ious app oaches o he s uc u e o pedagogical
compe ence ha e been de eloped by A.K. Ma ko a, E.F. Zee , V.A. Slas enin, and
V.N. V edenskiy. Today, he heo e ical, p ac ical, and pe sonal componen s o
p o essional compe ence cons i u e he ounda ion o eache p epa a ion. The cen al
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170 CONFERENCE ON THE ROLE AND IMPORTANCE OF SCIENCE IN THE MODERN WORLD uni e salcon e ence.us
objec i e o his s udy is o de elop an in eg a i e and me hodologically g ounded
pedagogical model aimed a os e ing c ea i e compe ence in p e-se ice eache s.
The i s me hodological app oach applied in his esea ch was heo e ical and
linguis ic analysis. This in ol ed an in-dep h examina ion o scien i ic pe spec i es on
compe ence, c ea i e compe ence, pedagogical compe ence, me hodological
compe ence, and ICT compe ence, all o which hold pa icula ele ance o he p esen
s udy. The heo e ical amewo ks p oposed by schola s such as A.K. Ma ko a, E.F.
Zee , A.V. Khu o skoy, and V.N. V edenskiy enabled a sys ema ic analysis o
scien i ic li e a u e ela ed o he de elopmen o c ea i e compe ence h ough an
in eg a i e app oach. This p o ided an essen ial heo e ical basis o cons uc ing he
p oposed model.
The second me hod employed in he s udy was compa a i e analysis. The s a e
educa ional s anda ds o Uzbekis an we e compa ed wi h he Eu opean Compe ence
F amewo k, he equi emen s o he Bologna P ocess, and in e na ional classi ica ions
o compe encies. This compa a i e app oach subs an ia ed he necessi y o in eg a ing
in e na ional bes p ac ices in o he na ional educa ion sys em in he p ocess o
de eloping c ea i e compe ence among p e-se ice eache s. Fu he mo e, examining
how compe ence-based educa ion is in e p e ed globally ensu ed ha he p oposed
model possesses uni e sal applicabili y and me hodological ele ance. The hi d
me hod used in he esea ch was he de elopmen o a me hodological pedagogical
model based on an in eg a i e app oach. Wi hin his model, he mo i a ional,
cogni i e, p ac ical, and e lec i e componen s we e examined in an in e connec ed
manne , and mechanisms aimed a e ec i ely de eloping c ea i e compe ence in p e-
se ice eache s we e sys ema ically s uc u ed. The main ad an age o he p oposed
model lies in he cohe en in eg a ion o heo y, me hodology, and p ac ice in o a
uni ied sys em.
The ou h me hod in ol ed expe e alua ion. The s uc u al componen s o he
de eloped model we e e iewed and alida ed by wel e expe ienced specialis s in he
ield o pedagogy. This p ocess s eng hened he model’s scien i ic c edibili y,
p ac ical signi icance, and applicabili y. Analy ical eedback p o ided by he expe s
con i med ha he in eg a i e pedagogical model o de eloping c ea i e compe ence
ep esen s an e ec i e concep ha can be implemen ed di ec ly in o he educa ional
p ocess. Me hodologically, he model is g ounded in he p inciples o in eg a ion,
g adual p og ession, e lec ion, ac i e lea ne engagemen , and he use o c ea i e asks
in he eaching p ocess.
Du ing he esea ch p ocess, he his o ical s ages o compe ence de elopmen we e
sys ema ized, and i s e olu ion was di ided in o h ee majo pe iods: he ini ial
linguis ic and communica i e in e p e a ions o compe ence in he 1960–1970s
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(Chomsky, Hymes); he o ma ion o social and manage ial compe encies in he 1970–
1990s; and he de elopmen o he compe ence-based educa ion model and he sys em
o p o essional compe encies a e 1990. In addi ion, he scien i ic ounda ions o
pedagogical compe ence we e consolida ed in o a uni ied amewo k h ough
in eg a i e analysis, iden i ying ou key componen s: psychological–pedagogical
compe ence, me hodological compe ence, ICT compe ence, and c ea i e compe ence.
As a esul , a s uc u al model o c ea i e compe ence aligned wi h con empo a y
de ini ions was de eloped, ou lining such indica o s as he abili y o gene a e
inno a i e solu ions, apply c ea i e app oaches o pedagogical si ua ions, employ
cogni i e ope a ions o c ea i e hinking (analysis, syn hesis, modeling), and u ilize
inno a i e echnologies in he eaching p ocess. Ano he signi ican ou come o he
s udy is he de elopmen o an in eg a i e pedagogical model. This model consis s o
mo i a ional, cogni i e, p ac ical, and e lec i e componen s and is designed o suppo
he g adual and sys ema ic o ma ion o c ea i e compe ence in p e-se ice eache s.
The model clea ly de ines mechanisms o os e ing c ea i e hinking, deepening
p o essional knowledge, designing inno a i e lessons using ICT ools, and e alua ing
and e lec ing on eaching p ac ices. The ad an ages o he in eg a i e app oach
include s eng hening in e disciplina y connec ions, enhancing lea ning mo i a ion,
ac i a ing c ea i e hinking, and ein o cing p ac ical compe encies.
The analysis indica es ha de eloping c ea i e compe ence in p e-se ice eache s is a
complex and sys emic p ocess ha canno be achie ed solely h ough isola ed
academic subjec s; a he , i equi es an in eg a i e lea ning en i onmen . The wo ks
o schola s such as Ma ko a, Zee , and Slas enin demons a e ha pedagogical
compe ence is a mul i-componen sys em; howe e , in mos models, he c ea i e
componen is no p esen ed as an independen s uc u al elemen . This esea ch
subs an ia es c ea i e compe ence as an au onomous pedagogical ca ego y. A
compa ison wi h ans e sal compe ences in he Eu opean educa ion sys em and he
4C model widely used in he Uni ed S a es (C ea i i y, C i ical hinking,
Communica ion, Collabo a ion) u he con i ms he necessi y o de eloping c ea i e
compe ence among u u e eache s in Uzbekis an. The s eng h o he in eg a i e
app oach lies in ensu ing cohe ence be ween heo y, p ac ice, ICT applica ions, and
c ea i e pedagogical s a egies. The in eg a i e me hodological model con ibu es no
only o he de elopmen o c ea i e hinking bu also o he o ma ion o independen
decision-making skills in eal pedagogical con ex s.
Acco ding o he indings, he de elopmen o c ea i e compe ence in p e-se ice
eache s can be e ec i ely achie ed h ough an in eg a i e app oach. The mo i a ional,
cogni i e, p ac ical, and e lec i e componen s o he in eg a i e model enhance
p o essional p epa a ion, ac i a e c ea i e hinking, and ele a e o e all pedagogical
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compe ence. The e o e, in eg a ing me hodological subjec s, inco po a ing ICT ools
in o c ea i e eaching p ac ices, modeling c ea i e pedagogical si ua ions, and
o ganizing aining sessions on inno a i e app oaches play a c ucial ole in de eloping
c ea i e compe ence in u u e eache s. The p oposed me hodological model
es ablishes a sys ema ic app oach o os e ing c ea i e compe ence in highe educa ion
and can be di ec ly implemen ed in he eaching–lea ning p ocess.
Re e ences
1. Aska o a, Z. N. (2025). In eg a i e app oaches and mode n me hodologies in
de eloping c ea i e ac i i y compe ence among p e-se ice eache s. Scien i ic
Bulle in o Namangan S a e Uni e si y, 9, 841–844.
2. Aska o a, Z. N. (2025). C ea i e app oaches in mode n educa ion: An analysis
based on con empo a y me hods and p ac ical examples. P eschool and School
Educa ion, 5, 773–776.
