THE STUDY OF THE PROBLEM OF DEVELOPING TEACHERS’ INNOVATIVE COMPETENCE IN SCIENTIFIC RESEARCH

Аннотация

This article explores the psychological tools and methods used to identify the pedagogical and psychological factors affecting the innovative competence of foreign language teachers. The research investigates techniques that can be applied in the process of psychologically supporting intellectually gifted students and provides effective recommendations. Keywords:Social environment, learning activity, innovative competence, problem situation, intellectual development, emotional success. Introduction. Globally, one of the main challenges in higher education is the improvement of professional training by developing the innovative competence of future foreign language teachers and optimizing the teaching and learning process through pedagogical mechanisms. This necessitates the broader application of innovative methodological approaches in higher education institutions and the implementation of interactiveteaching methods, leading to thedevelopment ofa modernized didacticfoundation forfostering innovative competence. The current era of societal development, based on innovation, is characterized by profound socio-economic changes involving the integration of information and communication technologies (ICT) into all fields, including education and science, with increased recognition ofthevalueand roleof individualsin theproduction process. In this regard, American scholar Alvin Toffler, in his book "Future Shock", emphasized that society demands the transformation of individuals into more complete human beings, adaptation tomodern conditions, and the evolutionofsociety intoa model one. He noted: “In today’s world, scientific knowledge alone is not enough. People need to acquire knowledgeand skills integrated with international experience.” Furthermore, Toffler argued that: “In the modern information world, knowledge is increasingly turning into obsolescence— what is true today may be false tomorrow. Students must learn how to learn, unlearn, and relearn. Tomorrow’s illiterate is not the person who cannot read, but the one who cannot learn” [4,p.273]. Uzbekistan's new stage of development aims to enrich the content of educational trajectories and focuses on preparing personnel with exemplary worldviews, high-level professional competencies, and thecapacity to contributetosocietal development and individual growth. page735 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai The innovative, student-centered teaching style aimed at laying the foundations for the Third Renaissance does not merely provide a systematized body of knowledge. It also enriches students’ spiritual values, enables them to effectively use their professional potential in unpredictable situations, and cultivates the ability to critically and analytically evaluate and predict processes occurring in their environment. In pedagogical innovation, the concept of “new” plays a central role. According to V.A. Slastenin,innovations may beprivate, conditional, local, or subjective. For instance:  Private innovationsinvolveupdating aspecific element ofanexisting system.  Conditionalinnovations result from small changes in parts of thesystem.  Localinnovations are marked bytheapplication of newelements inspecific settings.  Subjective innovationsare innovationsthat are new toa particular teacher orlearner. In foreign language teaching, innovations include shifts from grammar-translation methods to communicative approaches. The rising demand for language instruction has necessitated structural changes in language teaching content and methodology. For example, the inclusion of emphatic constructions, idioms, and causative passive forms in English as standalone instructional elements reflects conditional innovations that shift classroom processes while retaining core grammar. Reforming the linguistic competence of future foreign language teachers in line with innovative developments in language education systems is essential. Mechanisms must be designed to develop linguistic competence, especially among students who show low performance. Different scholars have offered varied perspectives on the terms "competence" and "competency." According to D. Raven in his 2002 work "Competence in Modern Society: Identification, Development, and Realization", “Competency is composed of multiple competencies, many of which are independent of each other. Some are cognitive in nature, others emotional... These competencies complement and enhance oneanother and are critical to effective self-management” [7]. Conclusion. Education based on a competency-based approach aims to prepare highly qualified future foreign language teachers who can contribute to the stable development of society and the economy and find their place in the labor market. The development of innovative competence is not only a demand of modern pedagogical r