THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF PRACTICAL COMPETENCE OF AN EDUCATOR

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 123 THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF PRACTICAL COMPETENCE OF AN EDUCATOR O.Sh. Jaynarov Ministry of Higher Education, Science and innovation Institute for retraining and professional development of higher education personnel Stage 2 base doctarant https://doi.org/10.5281/zenodo.17452130 Abstract. The article analyses the essence of enhancing teachers’ practical competence in modern education. It discusses the concepts of “competence” and “competency,” the structural components of professional competence (cognitive, operational, reflective, and motivational), processes of skill development and self-improvement, the requirements of state education standards, and criteria for assessing professional mastery. The paper also explains social, special, psychological, methodological, innovative, communicative, personal, and technological competencies. It substantiates the role and importance of teachers’ practical competence in the holistic development of individuals and the preparation of young people in accordance with societal needs. Keywords: practical competence; professional competence; competence; competency; reflection; innovation; pedagogical mastery; methodological competence; communicative competence; personal competence; social competence; technological competence. I. Introduction It is widely recognized in the academic community that the primary goal of modern education is to prepare comprehensively developed, socially adaptable, and independent individuals for society and the state. Therefore, developing teachers' practical competence is a central objective of the education system. President of the Republic of Uzbekistan Sh.M. Mirziyoyev emphasizes that "knowledge, education, and upbringing will be the main pillars of the new Uzbekistan" [3]. The effectiveness of the educational process directly depends on the professional potential and practical competence of teachers. The term "competence" comes from the Latin "competens" meaning "capable, qualified"; in the pedagogical process, it expresses a person's ability to apply theoretical knowledge to real-world situations, make correct decisions in problematic situations, and utilize innovative approaches. II. Literature Review The concept of competence has been explored by many scholars in the scientific literature. A.K. Markova defines competence as a person's readiness for professional activity and the level of ability to apply acquired knowledge in practice. It is imperative to recognize that B. Nazarova interprets pedagogical competence as a combination of pedagogical, psychological, and methodological knowledge [8]. Also, Uzbek scholars M. Ochilov, G. Sultonova, and A. Bozorov consider pedagogical excellence and professional competence to be among the most fundamental qualities of a teacher. It is fundamentally important to acknowledge that practical competence implies not only mastery of theoretical knowledge but also the ability to apply it in real-life teaching situations, as well as continuous improvement through reflection and creativity. The meaning of the word "competence" is defined by awareness, authority, a broad understanding of one's field, and experience. Competence is the ability to apply acquired SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 124 knowledge, skills, and abilities in everyday and professional activities. The process of education and upbringing consists of preparing the younger generation for life based on social demands that reflect the demands of society and modern times. In this process, the teacher's personality, practical competence, and professional excellence are of paramount importance, helping young people assimilate the accumulated experience, knowledge, manners, customs, culture, and work skills of their ancestors, take a worthy place in society through their own activities, and develop their authority and worldview. At the same time, the priority task of the pedagogical sphere is to develop in young people the qualities necessary to address new challenges and problems arising from the demands of the times. To achieve this, teachers must, above all, possess the skills to impart new knowledge and engage in creative activity in accordance with changing working and living conditions. From this perspective, the President of our Republic, Sh. M. Mirziyoyev, stated in his campaign speeches: "Knowledge, education, and upbringing will be the main pillars of the new Uzbekistan." Today, teachers must keep up with the times in every respect. In my opinion, this is precisely the main objective of changing the education system. We require teachers to impart knowledge to students oriented toward modern practice. But to provide modern knowledge, first and foremost, the teacher must possess such knowledge. A person is defined as both the subject and object of pedagogical science, the consumer and implementer of educational services. This has created the necessary foundation for the implementation of personalized education in our republic. This is the essence of the concept of "competence." In a market economy, to withstand intense competition and occupy a leading position in the labor market, every specialist must possess professional competence and continually improve it. So, what is competence? What qualities underlie practical competence? What qualities of competence should a teacher be able to demonstrate? Here, we will discuss a superficial examination of these concepts. The English word "competence" literally means "ability." The content is intended to emphasize the "effective use of theoretical knowledge in practical activities, demonstrating a high level of professional competence, skills, and abilities." The concept of "competence" entered the field of education as a result of psychological research. Therefore, competence means "a specialist's ability to behave in non-standard and unexpected situations, negotiate, apply a new approach to relationships with competitors, perform ambiguous tasks, utilize contradictory information, and develop an action plan in constantly evolving and complex processes." Professional competence is a specialist's mastery of the knowledge, skills, and abilities necessary for professional activity and their high level of application in practice. Practical competence is the ability to effectively apply theoretical knowledge in real-life learning situations, solve problems, and continuously improve through reflection and innovative approaches. Professional competence does not imply the acquisition of individual knowledge and skills, but rather the acquisition of holistic knowledge and actions in each independent area. Competence also requires the constant enrichment of professional knowledge, the acquisition of new information, an understanding of important social requirements, and the ability to search for new information, process it, and apply it in one's work. Professional competence is most clearly demonstrated in the following situations: - in complex processes; - when performing ambiguous tasks; - when using contradictory information; - when having an action plan for an unforeseen situation. The specialist possessing professional competence: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 125 - continuously enriches their knowledge; - assimilates new information; - deeply understands the demands of the times; - seeks and finds new knowledge; - processes and effectively applies it in their practical work. It is necessary to highlight the fact that subject and object of the discipline "Pedagogical Competence." The most important and challenging task facing teachers in our republic is the training of professionals who see the world with fresh eyes, are ambitious, understand the basics of their craft, and build and enhance the foundation of our great future. A look at modern pedagogical science and the research conducted in this field reveals a significant focus on various areas and specializations, sciences and methods, teaching methods and techniques, and technologies. However, it's worth emphasizing that understanding these pedagogical methods and techniques and their application in practice has become one of the most pressing issues. Pedagogy, like other humanities and natural sciences, is not immune to these challenges. The problem is most clearly manifested in the application of pedagogical theoretical knowledge in this area. More precisely, teachers clearly lack the skills to apply theoretical knowledge in practice and in their professional activities. Therefore, many teachers and educators limit themselves to outdated theoretical knowledge. They lack such qualities as adaptability to the fundamental changes inherent in the times and practicality. This same quality is considered a matter of competence—being a competent person, earning the title of a competent teacher. Competence as such implies a broad outlook and high level of culture on the part of the teacher, professional knowledge in pedagogy, psychology, management theory, and the scientific foundations of educational management, the ability to apply this knowledge in practice, mastery of social and psychological-pedagogical research methods, and the necessary set of teaching and management skills. In other words, competence is defined by the presence of professional knowledge and skills, as well as the ability to apply and refine them in practice. In other words, competence is not only the presence and significant amount of acquired knowledge and experience, but also the ability to apply them at the right time and utilize them in the performance of one's job responsibilities. Competence is characterized by the following characteristics: - the ability to apply knowledge to a specific situation, taking into account its various aspects, in a timely and accurate manner; - the ability and willingness to make decisions and choose the most appropriate solution for a given situation; - the ability to organize social movements and use all possible means to achieve this; - communication skills that enable establishing relationships with others in the field of activity with clear goals and in accordance with the stated goal and in a manner acceptable to it; - possession of certain spiritual values, worldview, general cultural and moral qualities, and a desire for action; - the desire to develop one's creative potential and master new methods of work. It can be unequivocally stated that the teaching profession is managerial and formative in nature. Managing the development of personality requires competence. This, in turn, demonstrates the teacher's professional mastery, combining their theoretical and practical training. The qualification classification of a teacher in a specific professional field is determined using the standards of the teacher competence model. V.S. Elegina and S.M. In his scientific article, Pokhlebaev expresses the following ideas: "In a competency-based education, a student achieves SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 126 a creative result from their work and simultaneously masters methods, techniques, approaches, and styles for achieving success. The creative result created by the student is the result of creative collaboration between the student and the teacher. The result is calculated. The purpose of assessing a student's self-development is to determine the effectiveness of the education provided, which, firstly, helps determine the level of theoretical knowledge acquired in school, and secondly, contributes to the further acceleration of the development of competence and successful practical work. Teachers are responsible to society for the cause of education and training in their specialty. They must have the rights of a teacher, instructor, lecturer, educator, and pedagogue; more precisely, they must possess professional competence by regularly improving their professional training. Currently, it is not enough for a teacher to have thorough practical and theoretical knowledge in their chosen profession, subject, or specialty. They must be able to apply new teaching methods and techniques in any situation; in short, they must be competent. To achieve this, it is necessary to promptly comply with the rules, objectives, and requirements established in the state educational standards developed in the higher education system. In accordance with Article 6 of the Law of the Republic of Uzbekistan "On Education," state compulsory educational standards (SCES) are established for all types of educational institutions in the republic, regardless of their administrative subordination and form of ownership. SCES defines requirements for the quality of personnel training, the content of education, the necessary and sufficient level of student preparation, as well as qualification requirements for graduates of educational institutions, the required volume of academic workload, the procedure and mechanism for assessing the activities of educational institutions and the quality of personnel training. SCES are considered the basis for the creation of other regulatory documents governing the assessment of the educational process and the activities of educational institutions. The introduction of state educational standards is carried out taking into account the following objectives: - ensuring high-quality education and personnel training that meet the requirements of the profound economic and social reforms being carried out in the country, and the establishment of a developed democratic state; - organizing the content of personnel training taking into account the prospects for the country's socio-economic development, the needs of society, and modern achievements of science, engineering, and technology; - democratization, humanization, and socialization of education, improving students' legal and economic knowledge, and enhancing the effectiveness of the educational process; - provision of high-quality educational services, protecting the interests of individuals, society, and the state in education and training; - defining criteria and procedures for assessing the quality of personnel training and educational activities; - state requirements established by authorized bodies to ensure the consistency and continuity of the educational process and personnel training, as well as to standardize the educational process at all types and levels of education. The qualities of professional competence. The essence of professional competence is briefly described. 1. Social competence – the ability to actively participate in social relations, mastery of skills, and the ability to communicate with other professionals. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 127 2. Special competence – preparation for the organization of professional and pedagogical activity, the rational solution of professional and pedagogical problems, a realistic assessment of performance results, the consistent development of knowledge, abilities, and skills. Based on this competence, psychological, methodological, informational, creative, innovative, and communicative competencies are developed. They express the following content: 1) Psychological competence – creating a healthy psychological environment in the pedagogical process, organizing positive communication with students and other participants in the educational process, understanding and promptly eliminating various negative psychological conflicts; 2) Methodological competence – rational organization of the pedagogical process from a methodological point of view, the correct determination of the forms of educational or upbringing activity, the selection of methods and means in accordance with the stated goal, the effective use of methods, and the successful use of means; 3) Information competence – searching, collecting, selecting, processing, and using necessary, important, relevant, and useful information in the information environment; 4) Creative competence – a critical, creative approach to teaching, the ability to express one's creative abilities; 5) Innovative competence – the development of new ideas for improving the teaching process, enhancing the quality of education, and enhancing its effectiveness, as well as their effective implementation; 6) Communicative competence – the ability to genuinely communicate with all participants in the educational process, including students, listen to them, and exert a positive influence on them. Personal competence – achieving consistent professional growth, improving one's qualifications, and realizing one's inner potential in professional activity. Technological competence – mastering advanced technologies that enrich professional and pedagogical knowledge, skills, and abilities, and the use of modern tools, methods, and technologies. Extreme competence – the ability to make rational decisions and act correctly in emergency situations (natural disasters, technological process failures), and when pedagogical conflicts arise. A number of scientists have conducted research on this issue; in particular, the structural foundations of pedagogical competence were outlined in the studies of A.K. Markova and B. Nazarova. A teacher's professional competence ensures the effective and successful organization of the pedagogical (educational and training) process. To realize professional competence, a teacher must focus on consistent self-development. In this self-development, a teacher focuses on implementing an "Individual Development Program." III. Experience and Analysis In recent years, a number of organizational and legal frameworks have been created in the education system of Uzbekistan to enhance the professional and practical competence of teachers: the Law on Education (2020), the Action Strategy for 2017–2021, and the updated State Educational Standards require a competency-based approach to education12. Experience shows that practical competence is effectively developed through the following components: • Psychological competence – creating a healthy psychological environment, fostering a positive attitude. • Methodological competence – rational organization of the educational process, the correct choice of methods and tools. • Information competence – searching, processing, and applying necessary information. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 128 • Innovative competence – developing and implementing new ideas. • Communicative competence – building effective communication with students and colleagues. • Creative competence – implementing a new approach to work. To consolidate these components in practice, training methods based on mobile learning, reflective practice, and information and communication technologies yield high results. IV. Conclusion It is worth underscoring that developing the practical competence of modern teachers is an important factor in improving the quality and effectiveness of education. A competent teacher is someone who, in addition to being a specialist in their field, is able to analyze their work, is open to innovation, communicative, and a creative thinker. A pressing task for the education system in Uzbekistan is the professionalization of teaching staff. REFERENCES 1. Law of the Republic of Uzbekistan "On Education." September 23, 2023 2. Action Strategy for Five Priority Development Areas of the Republic of Uzbekistan in 20172021. Decree of the President of the Republic of Uzbekistan No. UF-4947 dated February 7, 2017. 3. Sh. Mirziyoyev. Together We Will Build a Free, Prosperous, and Democratic State of Uzbekistan. Tashkent – "Uzbekistan"-2016. 56 B. 4. Sh. Mirziyoyev. Together with our brave and noble people, we will build our great future. Tashkent – "Uzbekistan"-2016. 488 B. 5. Ochilov M., Ochilova N. Teacher's Etiquette. // Selected Works. – T.: Uqytuv, 1997. – 118 p. 6. Sultanova G.A. Pedagogical Mastery. – T.: Nizami State Pedagogical University, 2005, – 149 p. 7. Bozorov A.B. Do University Teachers Need Rules of Professional Ethics? 12. Ochilov M. The Heart of a Teacher. Memories "Teacher", 2001. 8. www.pedagog.uz