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PEDAGOGICAL ASPECTS OF DEVELOPING STUDENTS'
PROFESSIONAL COMPETENCE
N.O. Sulaymono a
Teache , Shah isabz S a e Pedagogical Ins i u e
h ps://doi.o g/10.5281/zenodo.17289357
Abs ac . This a icle analyzes he pedagogical s a egies o de eloping s uden s’
p o essional compe ence in highe educa ion. I unde sco es he impac o mode n eaching
me hods, in e ac i e lea ning echnologies, and in eg a ing heo y wi h p ac ice o cul i a e
essen ial skills in u u e specialis s. The s udy demons a es he alue o lea ne -cen e ed
app oaches, c i ical hinking, and p oblem-sol ing asks in equipping s uden s o p o essional
demands. Addi ionally, he pape s esses he ongoing need o upda e educa ional p og ams o
add ess labo ma ke needs and enhance he s anda d o p o essional aining.
Keywo ds: p o essional compe ence; pedagogical aspec s; highe educa ion; s uden
de elopmen ; mode n eaching me hods; in e ac i e lea ning; heo y and p ac ice in eg a ion;
labo ma ke equi emen s.
In oduc ion
P o essional compe ence is no concep ualized by a specialis me ely as he acquisi ion o
disc e e knowledge and skills, bu a he as he mas e y o in eg a ed knowledge and ac ions o
each independen ield o ac i i y. Fu he mo e, compe ence necessi a es he con inuous
en ichmen o specialized knowledge, he lea ning o new in o ma ion, he abili y o comp ehend
signi ican social demands, and he capaci y o seek ou new knowledge, p ocess i , and apply i
e ec i ely in one's p ac ice.
P o essional compe ence is mos clea ly mani es ed in he ollowing si ua ions. A specialis
possessing p o essional compe ence:
Sys ema ically en iches hei knowledge;
Assimila es new in o ma ion;
Deeply unde s ands he demands o he e a;
Ac i ely seeks ou new knowledge;
P ocesses i and applies i e ec i ely in hei p ac ical ac i i ies, speci ically in:
Complex p ocesses;
The execu ion o ambiguous asks;
The u iliza ion o con adic o y in o ma ion;
The abili y o o mula e a plan o ac ion in un o eseen si ua ions.
Thus, p o essional compe ence is he acquisi ion o he knowledge, skills, and
quali ica ions necessa y o a specialis o ca y ou p o essional ac i i ies, coupled wi h he abili y
o apply hem a a high le el in p ac ice.
Pa II: The Quali ies o P o essional Compe ence. The ollowing quali ies o m he
ounda ion o p o essional compe ence. (Pa 1):
Below is a b ie explana ion o he essence o he quali ies e lec ed in he ounda ion o
p o essional compe ence.
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1. Social Compe ence – The possession o skills and quali ica ions o demons a ing
ac i e engagemen in social ela ions; he abili y o engage in communica ion wi h subjec s in
p o essional ac i i ies.
2. Special Compe ence – This en ails p epa edness o o ganize p o essional-
pedagogical ac i i ies, he a ional esolu ion o p o essional-pedagogical asks, he ealis ic
assessmen o one's pe o mance esul s, and he consis en de elopmen o one's p o essional
skills. This ype o compe ence is unde pinned by psychological, me hodological, in o ma ional,
c ea i e, inno a i e, and communica i e compe ences, which encompass he ollowing meanings:
a) Psychological Compe ence – The abili y o c ea e a heal hy psychological en i onmen
in he pedagogical p ocess, o ganize posi i e communica ion wi h s uden s and o he pa icipan s
in he educa ional p ocess, and o p omp ly ecognize and esol e a ious nega i e psychological
con lic s.
b) Me hodological Compe ence – The a ional me hodological o ganiza ion o he
pedagogical p ocess; he co ec selec ion o o ms o educa ional o ins uc ional ac i i ies; he
abili y o choose me hods and ools app op ia e o he goal; he e ec i e applica ion o me hods
and he success ul use o ools.
c) In o ma ional Compe ence – The abili y o sea ch o , collec , so , p ocess, and u ilize
necessa y, impo an , ele an , and use ul in o ma ion om he in o ma ion en i onmen in a
pu pose ul, app op ia e, and e ec i e manne .
d) C ea i e Compe ence – A c i ical and c ea i e app oach o pedagogical ac i i y; he
abili y o demons a e one's c ea i e abili ies.
e) Inno a i e Compe ence – The abili y o p opose new ideas aimed a imp o ing he
pedagogical p ocess, enhancing he quali y o educa ion, and inc easing he e ec i eness o he
ins uc ional p ocess, and o implemen hem success ully in p ac ice.
) Communica i e Compe ence – The abili y o engage in since e communica ion wi h
all pa icipan s in he educa ional p ocess, including s uden s; o lis en o hem e ec i ely; and o
exe a posi i e in luence on hem.
Quali ies
Social
Compe ence
Pe sonal
Compe ence Technological
Compe ence
Special o
P o essional
Compe ence
Ex eme
Si ua ion
Compe ence
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g) Pe sonal Compe ence – The achie emen o consis en p o essional g ow h, he
con inuous imp o emen o one's quali ica ion le el, and he demons a ion o one's in e nal
po en ial in p o essional ac i i ies.
h) Technological Compe ence – The mas e y o ad anced echnologies ha en ich
p o essional-pedagogical skills; he abili y o u ilize mode n ools, equipmen , and echnologies.
i) C isis Compe ence – The abili y o make a ional decisions and ac app op ia ely in
eme gency si ua ions (e.g., na u al disas e s, echnological ailu es) and when pedagogical
con lic s a ise.
A numbe o s udies ha e di ec ly in es iga ed he speci ic p o essional compe ence
inhe en o eache s and i s dis inc i e aspec s. Among such esea ch, one can include he inqui ies
conduc ed by A.K. Ma ko a and B. Naza o a.
In he esea ch, A.K. Ma ko a no es ha a eache 's p o essional compe ence consis s o
he ollowing ounda ional componen s (see Figu e 2).
Wi hin he con ex o Uzbekis an, he speci ic p o essional compe ence unique o eache s
and i s dis inc i e aspec s ha e also been s udied. Among hese s udies, he esea ch conduc ed by
B. Naza o a holds pa icula signi icance. Acco ding o he esea che , he p o essional
compe ence speci ic o a eache is s uc u ed upon he ollowing ounda ional componen s (see
Figu e 3).
Figu e 3. Key Founda ional Componen s o Pedagogical Compe ence (acco ding o B.
Naza o a)
III. De eloping a Teache 's P o essional Compe ence
In achie ing p o essional (including pedagogical) compe ence, sel -di ec ed wo k and sel -
de elopmen a e o pa amoun impo ance. The asks o sel -de elopmen a e iden i ied h ough
sel -analysis and sel -assessmen .
Fo eache s o wo k on hemsel es consis en ly and e ec i ely, adop ing a p ojec -based
app oach o hei ac i i ies is bene icial. I is ad isable o hem o o m he ollowing model based
on p ojec -based planning. The model ou lines he s ages o sel -de elopmen and he asks o be
implemen ed a each s age. The success ul comple ion o asks designa ed o each s age enables
p og ession o he nex . Once he asks o a ce ain s age a e comple ed, he eache eco ds his
s a us in a sepa a e sec ion (see Table 1).
Componen
Founda ions
Specialized (P o essional)
Compe ence
Social Compe ence
(O ganizing p o essional
ac i i ies collabo a i ely and
demons a ing social
accoun abili y))
Sel -Compe ence (The abili y
o pe sonal socio-
p o essional de elopmen ))
C isis Compe ence in
P o essional Se ings (The
abili y o wo k e ec i ely in
un o eseen si ua ions)
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Fu he mo e, he "p oblem-based si ua ion" se es as a means o e lec ing p oblema ici y
in he o m o a se o asks. In he cou se o hei ac i i ies, s uden s conside and analyze speci ic
si ua ions and condi ions when esol ing con adic o y si ua ions.
Ano he schola , A. Ma yushkin, unde s ands a p oblem-based si ua ion as he ollowing
s a es. Speci ically, he s a es ha i is cha ac e ized by ac i i y aimed a p oblem-sol ing in he
cogni i e p ocesses in e connec ing s uden s and he ac o s in luencing hem. In his case, he
s uden a emp s o sol e a speci ic exis ing p oblem, s i es o ind me hods, and ca ies ou
ela ed ac i i ies o de i e knowledge.
In essence, p oblem-based si ua ions ha e hei own cha ac e is ics and di e om one
ano he based on he ollowing speci ic pa ame e s: hey can be dis inguished by he me hod o
ac i i y, by i s de elopmen , by le els, and by in ellec ual abili ies. Alongside he concep o a
"p oblem-based si ua ion," he concep o an "educa ional p oblem" is also impo an , as i
implemen s he p inciple o p oblema ici y in educa ion. The educa ional p oblem e lec s he
subjec i e cha ac e is ics o he p oblem being sol ed, c ea es a s a e o in ellec ual di icul y, and
gene a es a p oblem-based si ua ion.
Thus, M.I. Makhmu o , examining educa ional p oblems, iden i ies some impo an
cha ac e is ics wi hin hem: he mani es a ion o p oblems; he o m o p oblems; he con en o
p oblems; and he me hod o s udying p oblems.
Ano he p ominen schola , D. Elkonin, emphasizes ha p oblem-based educa ional
p oblems ha e hei own speci ic cha ac e in hei esolu ion. He s esses he need o pay g ea
a en ion o he speci ic ea u es o he app oaches in s udying hei me hods, goals and objec i es,
con en , and essence. He places signi ican emphasis on he non- epe i i e na u e o p oblems in
p oblem-based educa ion. To unde s and hem, he says we mus ocus no only on changes in he
subjec i sel bu also on changes in he objec s.
M. Makhmu o addi ionally highligh s he key concep s o p oblem-based eaching.
Th ough p oblem-based educa ional echnology alongside eache s, s uden s de elop hei
hinking. They s i e o achie e desi ed esul s h ough a ious me hods and means. This
signi ican ly con ibu es o b oadening hei pe spec i es. The main goal o p oblem-based
educa ional echnology is no me ely o s uden s o acqui e knowledge om speci ic subjec s, bu
o c ea e analy ically hinking subjec s h ough mas e ing knowledge ela ed o he sciences.
In highe educa ion ins i u ions, he e ec i e use o p oblem-based eaching echnologies
in he philosophy cou se is ela ed o he speci ic subjec a ea used o de eloping analy ical
hinking, implemen ed on he basis o pedagogical design. In his scien i ic esea ch, he men ioned
p oblem is analyzed comp ehensi ely, aiming o de e mine i s place and ole in he socio-
humani a ian educa ion ields.
Acco ding o he eachings o he enowned schola A. Niki o o , h ough mas e ing
philosophy, an indi idual can possess cul u e and knowledge. I can show us ue exis ence,
because philosophy allows he s uden , along wi h isola ed p oo s o eali y, o abs ac and
gene alize holis ic in o ma ion abou he wo ld su ounding us in any sphe e o li e ac i i y
h ough analy ical hinking, eaching a highe le el, and enables he de i a ion o p inciples o he
exis ence o he wo ld su ounding humans beyond i s applica ion. F om his, we can conclude
ha e e y quali ied specialis con ibu es signi ican ly o pe ec ion no only as a specialis bu
also as humane indi iduals.
The p agma ic app oach o de e mining he con en aspec s o educa ion lea es e y li le
oom o expanding he eaching o philosophical disciplines. Howe e , i mus be speci ically
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emphasized ha specialis s ha e iden i ied addi ional unc ions o philosophy ha assis in
pe ec ing i ues, which a e an impo an ac o o any ield specialis . In pa icula , he c i ical
and p edic i e unc ions de e mine he impo ance o philosophy o unde s anding and sol ing
he c isis phenomena o ou ime and global p oblems. The c i ical unc ion examines p ocesses,
e en s, and phenomena occu ing in he wo ld om he s andpoin o a aluable app oach,
no ma i e concep s, and an ex e nal an age poin de eloped in philosophy. Analy ical hinking
is conside ed c ucial in ac ions aimed a imp o ing and co ec ly di ec ing e en s occu ing in
socie y. The p edic i e unc ion di ec s socie y's a en ion o na u al, social, o echnical h ea s o
people and con ibu es o c ea ing a scien i ically based p ognosis (scena io) o he u u e.
In p o iding philosophical educa ion o s uden s, we a e de eloping hei abili y o hink
analy ically by using e ec i e me hods a om s anda d es s o samples. Today, he
imp o emen and de elopmen o s uden s' knowledge ela ed o in o ma ion cul u e depends on
he p og ess o in o ma ion and communica ion ields, which in u n is conside ed o ganically
ela ed o he p oblem o hinking cul u e. Philosophy is conside ed impo an in comp ehensi ely
s udying his p esen ed p oblem, i.e., i sys ema ically analyzes he p oblems o socie al
de elopmen .
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