Taraqqiy etgan mamlakatlarda pedagogik kompetentlikka oid ilmiy yondashuvlar.

Аннотация

В течение последующих десятилетий в ряде стран Европы, США, России и в нашей стране система высшего образования начала радикально реформироваться. При этом основное внимание уделяется формированию и совершенствованию у студентов компетенции по специальности, которую они приобретают. В наши дни обществу требуется специалист в совершенно новом 211 Acumen: International Journal of Multidisciplinary Research Acumen: International Journal of Multidisciplinary Research ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024 Volume 2, Issue 1 облике. Он должен вырасти активным творческим мыслителем, исследователем, специалистом, самостоятельно ищущим научную информацию и применяющим ее в своей практической деятельности. Ключевые слова: педагогика, образование, воспитание, компетентность, сотрудничество, технология, профессиональная компетентность, инновации, национальная педагогика, научные исследования. Scientific approaches to pedagogical competence in developed countries. Azimova Nasiba Ergashovna 0000-0002-3522-1677 Professor of the Department of Pedagogy of Bukhara State University. +998913102406 Annotation.Over the following decades, the higher education system began to be radically reformed in a number of European countries, the USA, Russia and in our country. At the same time, the main attention is paid to the formation and improvement of students' competence in the specialty they acquire. Nowadays, society needs a specialist in a completely new guise. He should grow up to be an active creative thinker, researcher, specialist, independently seeking scientific information and applying it in his practical activities. Keywords: pedagogy, education, upbringing, competence, cooperation, technology, professional competence, innovation, national pedagogy, scientific research. Introduction. Scientific discussions and debates continue among scientists and specialists around the world on the issue of approaches to pedagogical professional competence. It is obvious that Russian scientists, compared to pedagogical scientists from the USA and European countries, are lagging behind in the issues of professional competence. Chapter 3 of the textbook “Pedagogy” written by V. Slastenin, I. Isaev and others is devoted to “Professional competence of a teacher”[1] and gives ideas about this concept and skills. The authors note that the pedagogical competence system, practical and theoretical training, and professional competence of a teacher are of a 212 Acumen: International Journal of Multidisciplinary Research Acumen: International Journal of Multidisciplinary Research ISSN: 3060-4745 IF(Impact Factor)10.41 / 2024 Volume 2, Issue 1 managerial and formative nature. Managing the formation of a personality requires competence. This, combining the theoretical and practical training of a teacher, demonstrates his professional skills. They write that the qualification classification of a teacher in a particular profession is measured by the standards of the pedagogical competence model. According to V.A. Bolotov and V.V. Serikov, the competency- based approach does not indicate the student's knowledge, but rather the ability to solve problems and considers it to be the first necessary ability.[2] In the scientific works of E.V. Bondorevskaya and S.V. Kulnevich, it is believed that the elements of competence that students accumulate should be directed only to the main goal, to carry out pedagogical activities, or should be necessary. In the scientific article “Kompetetentnostniy podkhod k organizatsii obuchenie studentov v pedagogicheskom vuze”[3] published by V.S. Yelegina and S.M. Pokhlebyaev in the Russian journal “Fundamentalnoe issledovanie” in 2012, issue 3, the student in a competency-based educational environment receives creative results from his activities and at the same time masters the methods, ways, methods, approaches and styles of achieving success. It is the creative result created by the student that is the creative result of the collaboration between the student and the teacher. The purpose of assessing the student's mastery is to determine the level of effectiveness of the education provided, which, firstly, is to know the level of theoretical knowledge received at school, and secondly, the formation of competence in it, which will further accelerate its successful activity during practice. Modern education, which requires deep reforms and modernization, naturally raises the issue of an approach from the perspective of competence. This, of course, requires the preparation of a future teacher with professional competence. Methods. The main goal of education is to form socially necessary qualities and competencies in the student, self-awareness as a person, constant improvement of one's knowledge, self-management and activation. Of course, we can see the level of study of this topic in many foreign and domestic scientific research conducted by 213 Acumen: International Journal of Multidisciplinary Research Acumen: Interna