MODEL FOR DEVELOPING TRANSVERSAL COMPETENCIES OF FUTURE TEACHERS BASED ON PROFESSIONAL REFLECTION

Аннотация

This article highlights the significance of the "professional reflection" principle in organizing and enhancing the professional activities of future teachers. The study examines the theoretical aspects of developing transversal competencies among prospective teachers, emphasizing the role of continuous self-analysis and self-improvement in their professional development. Additionally, the paper explores how integrating reflective practices in teacher education contributes to improving pedagogical training and optimizing the teaching-learning process. Keywords: Professional reflection, transversal competencies, future teachers, teacher training, critical thinking, communication skills, problem- solving skills, professional development. In today’s information society, the modernization of higher education curricula in Uzbekistan is becoming increasingly relevant. This transformation is driven by the necessity to align educational content with contemporary global trends, establish an innovative educational framework, and equip future teachers with transversal competencies. These competencies, as outlined in various educational reforms and UNESCO’s “21st Century Skills” framework, represent a new historical form of universality within a globalized society. The concept of "transversal competencies" is actively incorporated into modern scientific and pedagogical discourse. Scholars such as V.A. Kononova, U. Muhidova, and O.V. Krezevskiy et al. have examined the complexity of developing transversal competencies in future teachers. N.V. Ippolitova, N.A. Karataeva, and A.I. Mikhaylova describe transversal competencies through a systematic pedagogical approach, whereas I.V. Osipova explores the conditions for transprofessional training of specialists. However, various researchers employ different terminologies, referring to transversal competencies as "core," "general," or "fundamental" competencies. The broad interpretation of transversal competencies, often influenced by translation variations, has led to the emergence of diverse terminological structures in scientific discourse. These competencies encompass a set of integral skills essential for individual success in both professional and social contexts. The development and implementation of higher education curricula 54 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference are based on a competency-based model, where competencies are categorized into two groups: (1) discipline-specific (professional) competencies and (2) general (core) competencies, which are not confined to specific disciplines but are essential across various educational programs. It is crucial to note that the term "transversal competencies" has been defined in multiple ways by scholars studying 21st-century competencies. These include "core competencies," "universal competencies," "general competencies," "non-academic competencies," "strategic competencies," and "transferable competencies." In our study, we adhere to the definition proposed by UNESCO in 2013, which identifies transversal competencies as those that enable the transfer of acquired knowledge, skills, and metacognitive abilities to solve real- life problems. Moreover, developing transversal competencies contributes to discipline-specific competencies and fosters lifelong learning. V.A. Kononova highlights the evolution of the concept of “transversality,” tracing its origins from the restricted mathematical context of the 19th century to its expansion into the humanities, particularly education. According to her research, the term “transversal competencies” has recently emerged as a key descriptor for the qualitative attributes required in a knowledge-based society. Consequently, in today’s dynamic socio-economic environment, forming transversal competencies in professionals is increasingly recognized as a crucial trend in enhancing the scientific and pedagogical discourse. Gluzman N.A. and Gorbunova N.V. emphasize the practical significance of developing transversal competencies in education. They propose an experimental training program consisting of three educational modules, incorporating workshops and seminars aimed at fostering transversal competencies among students. The development of transversal competencies requires an integrated and systematic approach within teacher education programs. The experimental module designed for this purpose consists of structured training sessions aimed at enhancing critical thinking, problem-solving, creativity, adaptability, and collaboration—key skills necessary for effective teaching and professional growth. The implementation of this module will provide a solid foundation for equipping future educators with the essential transversal competencies needed to navigate the challenges of the modern educational landscape. The training program consists of three core modules, each aimed at enhancing specific aspects of transversal competencies within the teaching 55 AC