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DEVELOPMENT OF CREATIVE COMPETENCIES AS THE
FOUNDATION OF PROFESSIONAL GROWTH FOR VISUAL ARTS
TEACHERS
Jumaboe Nabi Pa daboe ich
Senio Lec u e (PhD),
Depa men o A S udies, Gulis an S a e Pedagogical Ins i u e
email: nabijumaboye @gmail.com
Abs ac : This a icle analyzes he necessi y o de eloping he p o essional
compe ence o u u e isual a s eache s, i s pedagogical signi icance, and p ac ical
ounda ions. The componen s o p o essional compe ence, me hodological
app oaches, and ways o de elop i in acco dance wi h mode n educa ional
equi emen s a e discussed. Addi ionally, he ole o c ea i e app oaches and
me hodological p epa a ion in he p ocess o eaching isual a s is highligh ed.
Keywo ds: p o essional compe ence, isual a s, u u e eache , pedagogical
p epa a ion, c ea i e app oach, educa ion quali y, me hodology.
In he con empo a y e a, he p o essional compe ence o p ospec i e isual
a s eache s is gaining inc easing signi icance. This end is di ec ly ela ed o he
o ma ion o mode n educa ional sys ems, he eme gence o al e na i e eaching
models, and he g owing demand in he labo ma ke o highly quali ied specialis s.
In pa icula , isual a s educa o s bea a g ea esponsibili y in shaping u u e
gene a ions in o indi iduals wi h e ined aes he ic as e, a is ic hinking, and he
abili y o e ec i ely use isual means o exp ession. The e o e, enhancing hei
p o essional compe ence has become a ma e o u gen and g owing impo ance.
In oday's con ex , he e ec i e o ganiza ion o he educa ional p ocess, i s
p io planning, and he abili y o an icipa e ou comes ha e become decisi e ac o s
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in pedagogical ac i i y. These aspec s, in u n, equi e educa o s o possess no only
s ong heo e ical knowledge and p ac ical skills bu also he abili y o apply
inno a i e app oaches in hei eaching p ac ice. S a e educa ional policies aimed a
imp o ing he quali y o educa ion likewise place special emphasis on he
de elopmen o p o essional compe ence among u u e eache s. In pa icula ,
nume ous egula o y documen s epea edly unde sco e he need o a deepe
unde s anding o pedagogical echnologies and hei p ac ical applica ion. This, in
u n, se s he s a egic objec i e o p epa ing highly quali ied isual a s educa o s
capable o os e ing a is ic hinking in he younge gene a ion h ough he medium
o a educa ion.
The apid ad ancemen o mode n science, echnology, and inno a ion has
signi ican ly inc eased he demands placed on isual a s educa o s. Howe e , he
pedagogical condi ions, me hods, and echnologies necessa y o suppo hei
p o essional de elopmen emain insu icien ly de eloped. One o he p essing
pedagogical challenges oday is he lack o e ec i e mechanisms o ensu e s uden s'
ac i e pa icipa ion as engaged subjec s in he p ocess o p o essional o ma ion.
A he co e o his issue lies he unde de elopmen o echnologies speci ically
aimed a enhancing p o essional compe ence. This indica es ha ad anced and
con empo a y pedagogical app oaches a e no being su icien ly implemen ed in he
aining p ocesses o u u e educa o s wi hin highe pedagogical ins i u ions. F om
his pe spec i e, one o he s a egic asks o he educa ion sys em is o p epa e
s uden s specializing in isual a s educa ion as p o essionally compe en eache s
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who mee mode n s anda ds and socie al demands. On one hand, his con ibu es o
he p epa a ion o highly quali ied pe sonnel o gene al seconda y schools; on he
o he hand, i c ea es oppo uni ies o upda ing he con en o pedagogical educa ion
and s ee ing i owa d mo e u u e-o ien ed di ec ions.
One o he p essing issues in he mode n educa ion sys em ha equi es
special a en ion is he need o enew he app oach o isual a s educa ion and o
eassess i s ole and signi icance. Al hough he leading ole o isual ac i i y in he
s ages o a child's indi idual de elopmen has been scien i ically subs an ia ed, in
p ac ice, his ield is o en unde alued. Despi e he i al impo ance o isual a s
educa ion in shaping child en's aes he ic and a is ic hinking, i is e iden ha
socie y s ill does no pay su icien a en ion o his domain.
Mo eo e , changes in child en's in e es s a e in luenced no only by hei
indi idual educa ional needs o goals bu also by he a i udes o pa en s, communi y
membe s, and e en educa ional leade s and policymake s. Un o una ely, a
seconda y a i ude owa d he subjec o isual a s s ill pe sis s in many cases.
Al hough he e ha e been some posi i e de elopmen s in ecen yea s, he subjec
con inues o ecei e ela i ely limi ed a en ion wi hin he b oade educa ional
amewo k.
Acco ding o P o esso Asqa ali Sulaymono , Candida e o Pedagogical
Sciences a he Depa men o Visual A s o he Tashken Ins i u e o A chi ec u e
and Cons uc ion, a signi ican shi in a i udes owa d isual a s educa ion is
u gen ly needed. He asse s ha his subjec can se e as a key ins umen in
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de eloping child en's aes he ic sensibili ies and c ea i e po en ial. The e o e,
educa o s wo king in his ield mus no only possess deep heo e ical and
me hodological knowledge, bu also be capable o de eloping hei own dis inc i e,
indi idual eaching s yle.
Based on he abo e, i can be concluded ha p ospec i e eache s who ha e a
s ong command o isual a s eaching me hodology, a e capable o applying
inno a i e app oaches, and can demons a e c ea i i y in hei pedagogical p ac ice
can be ega ded as p o essionally compe en . The quali y o hei p epa a ion no
only con ibu es o he ad ancemen o he ield i sel bu also has a posi i e impac
on he o e all quali y o he educa ion sys em.
An analysis o heo e ical sou ces ela ed o p o essional compe ence in he
educa ion sys em e eals ha he e ms "compe ence" and "compe ency" i s began
o be used in scien i ic li e a u e om he mid-20 h cen u y. Ini ial s udies o hese
concep s we e p ima ily conduc ed wi hin he amewo k o linguis ic heo y.
No ably, he enowned Ame ican linguis Noam Chomsky, in his seminal wo k
Aspec s o he Theo y o Syn ax, de ined "compe ence" as a concep ha
dis inguishes be ween knowledge (unde s anding) o a language and i s ac ual use
(pe o mance). Acco ding o Chomsky, compe ence is he indi idual's capaci y o
acqui e and e ec i ely pe o m language o ac i i y.
In he ield o pedagogy, hese concep s a e in e p e ed in a b oade sense. Fo
ins ance, he p ominen educa ional scien is B.B. Ge shunskiy conside s
compe ence o be in insically linked wi h no ions such as "li e acy," "le el o
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educa ion," "cul u e," and "men ali y." This app oach allows compe ence o be
e alua ed no me ely as a knowledge-based le el bu as a complex phenomenon
di ec ly ela ed o he indi idual's socio-cul u al de elopmen .
In he disse a ion, esea che G.A. Asilo a clea ly dis inguishes be ween he
concep s o "compe ence" and "compe ency," explaining hem as ollows:
compe ence is he abili y o e ec i ely apply pe sonal quali ies, knowledge, skills,
and abili ies wi hin a speci ic ield; compe ency, on he o he hand, e e s o he
capaci y ha exis s o may eme ge o pe o m a pa icula ac i i y. Unde lying hese
de ini ions is no only knowledge bu also he c ucial abili y o apply i in eal-li e
si ua ions.
Fu he mo e, in he scien i ic s udies o A.K.Ma ko a and O.A.Kuysino ,
p o essional compe ence is iewed as a quali a i e indica o e lec ing he le el o
mas e y a specialis has achie ed in hei p o essional ac i i y. They emphasize ha
his concep encompasses he specialis ’s in insic mo i a ion owa d hei
p o ession, he abili y o e alua e pe sonal quali ies, he p ope guidance o
p o essional de elopmen , as well as sel -imp o emen and sel -educa ion.
The s uc u e o p o essional compe ence has been di ided by se e al schola s
in o h ee main componen s: cogni i e (knowledge and unde s anding), mo i a ional
(in e es in he p o ession and in e nal needs), and p ac ical o pe o mance-based
( he abili y o di ec ly ca y ou ac i i ies). These aspec s necessi a e a
comp ehensi e app oach in he p ocess o de eloping p o essional compe ence.
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Pedagogical schola B.Kh. Khodzhae de ines compe ence as a mechanism
ha in eg a es an indi idual’s ac i i ies aimed a acqui ing new expe iences and sel -
de elopmen . Acco ding o him, compe ence e lec s a pe son’s capaci y o sel -
imp o emen , accep ance o inno a ion, and i s p ac ical applica ion. These analyses
indica e ha p o essional compe ence is no me ely a collec ion o knowledge bu a
complex, sys emic concep ealized h ough a conscious, mo i a ed, esponsible, and
ac i e app oach owa d one’s p o ession.
In he mode n educa ional concep , he no ions o "compe ence" and
"compe ency" a e gaining inc easing impo ance, wi h hei de ini ions and p ac ical
meanings being b oadly in e p e ed based on a ious scien i ic sou ces. Acco ding
o he scien i ic iews o N.A. Muslimo , compe ency is no me ely he acquisi ion
o speci ic knowledge and skills bu ep esen s he e ec i e mas e y o in eg a i e
knowledge and me hods o ac i i y wi hin each independen ield. F om his
pe spec i e, compe ency is o med no as isola ed knowledge bu as sys ema ic and
ac i i y-o ien ed unde s anding.
Addi ionally, J.E. Usa o de ines compe ence as “ he s a e o eadiness
in ol ing expe ience, knowledge in a speci ic ield o a ea, and he abili y o apply
hem in eal ac i i ies, as well as he capaci y o ac success ully in non-s anda d
si ua ions.” This pe spec i e highligh s ha p o essional compe ence is no me ely
a collec ion o knowledge bu is also closely linked o adap abili y in p oblem-
sol ing.
Renowned Russian educa o s V.A. Adol and V.A. Slas enin conside
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p o essional compe ence as a sys em o expanded knowledge wi h p ac ical
cha ac e is ics, aimed a sol ing eaching- ela ed issues wi hin a speci ic subjec
a ea. They emphasize ha compe ence ep esen s an in eg a ed o m o heo e ical
p epa a ion and p ac ical applica ion.
In he 2015 edi ion o Pedagogy: Encyclopedia, edi ed by R.H. Sa a o a and
R.H. Jo‘ aye , he concep o "p o ession" is de ined as a se o po en ials wi hin an
indi idual based on specialized aining, p ac ical expe ience, and heo e ical
knowledge equi ed o pe o m speci ic labo ac i i ies. Acco ding o his sou ce,
p o essional aining is an educa ional p ocess aimed a acqui ing he quali ica ions,
knowledge, and skills necessa y o pe o ming a pa icula job o ac i i y.
The p ac ical esea ch conduc ed based on he abo e heo e ical ounda ions
yielded he ollowing esul s:
• Diagnos ic ools o iden i ying and de eloping he p o essional compe ence
o u u e isual a s eache s we e imp o ed;
• An in e ac i e educa ional-me hodological se o he subjec s o Colo
D awing and Pencil D awing was de eloped;
• E ec i e o ms, me hods, and ools o os e ing p o essional compe ence
in u u e eache s we e c ea ed;
• Me hodological ecommenda ions in his di ec ion we e de eloped and
implemen ed in o he educa ional p ocess.
Fu he mo e, o s uden s s udying in he ields o isual a s and enginee ing
g aphics a highe pedagogical ins i u ions, p o essional compe ence should be
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di ec ed owa d clea c i e ia wi hin he me hodology o eaching isual a s. This
encompasses no only specialized knowledge ela ed o he subjec bu also
pedagogical skills, c ea i e app oaches, and me hodological independence as
signi ican ac o s.
The e o e, cla i ying he con en and s uc u e o he p o essional p epa a ion
o u u e isual a s eache s, as well as de e mining how i can be e ec i ely
de eloped wi hin highe educa ion se ings, emains a pa icula ly u gen issue
oday.
All he a o emen ioned heo e ical and p ac ical ounda ions undoub edly play
a c ucial ole in shaping and de eloping he pedagogical skills o u u e isual a s
eache s. P o essional compe ence in he ield o isual a s encompasses he se o
knowledge, skills, quali ica ions, and pedagogical quali ies necessa y o g adua es
o e ec i ely ca y ou hei p o essional ac i i ies. I is h ough his comp ehensi e
se o compe encies ha eache s no only deli e educa ional con en bu also ul ill
he ask o p o iding aes he ic educa ion, os e ing c ea i e hinking, and enhancing
s uden s' a is ic le els h ough a .
The e o e, in eaching isual a s, each componen ha con ibu es o he
de elopmen o p o essional compe ence—namely heo e ical knowledge, p ac ical
expe ience, me hodological p epa a ion, and c ea i e app oach—mus be gi en
special a en ion in planning he educa ional con en . The o ma ion o p o essional
compe ence is no me ely abou acqui ing knowledge bu also in ol es sel -
awa eness h ough c ea i e ac i i y and a c ea i e app oach, con inuous sel -
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imp o emen , and eadiness o engage in e ec i e pedagogical communica ion wi h
s uden s.
Addi ionally, in p epa ing highly quali ied isual a s eache s, a en ion
should be gi en o he ollowing s a egic di ec ions:
• S eng hening he ce i ica ion sys em o e alua e eache quali y;
• Expanding oppo uni ies o localized aining ( egional aining cen e s);
• Es ablishing scien i ic and me hodological coope a ion among highe
educa ion ins i u ions;
• Designing cu icula in acco dance wi h eache s' p o essional needs and
mode n equi emen s.
In conclusion, de eloping he p o essional compe ence o u u e isual a s
eache s du ing he educa ional p ocess in ol es ha moniously cul i a ing hei
c ea i e po en ial and p o essional ac i i ies, as well as nu u ing he pedagogical
skills cha ac e is ic o a mode n eache . One o he mos impo an asks in highe
educa ion ins i u ions in his ega d is o c ea e he necessa y condi ions o each
s uden o ho oughly mas e hei p o ession and be p epa ed o pedagogical
ac i i y.
Re e ences:
1. Герберт М. Компетентностный подход в образовании: теория и практика.
Москва: 2021.
2. Asilo a G.A. Kasbiy kompe ensiya a uning shakllanishi. T.: 2018.
3. Muslimo N.A. Pedagogik exnologiyala asosla i. T.: TDPU. 2016.
