Asian Journal of Multidimensional Research (AJMR)
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AJMR
set of activity-oriented knowledge, skills and competencies, which was interpreted by his
followers as a “competency approach”. In doing so, we need to know the differences between the
concepts of competenceand competency approach. These terms were coined by the Russian
scientist N.D. Galskova as factors indicating effectiveness in education [6].
Over the years, the term has become the subject of research by world and CIS organizations and
scientists as well as scientists and researchers of our country [1, 2, 5, 7, 8]. For example, as a
result of research conducted by K.J. Riskulova, the terms of competence and competency
approach are defined on the basis of the author's approach. According to her, “competence”
means a set of professional laws, principles, requirements, rules, duties, duties and
responsibilities, as well as personal deontological norms, necessary for a particular profession.
“Competency approach” is related to the practical activity of the individual, the ability to
demonstrate the norms of competence in the practice of work on the basis of creativity in
accordance with the requirements of society, and its main criterion is determined by effective
activity, training of competitive personnel [10].
A.Kh.Mahmudov defined the concept of competence, in which “competence is a set of
interrelated and interacting integrative knowledge, skills and abilities (cognitive component) and
socially important qualities (decision-making, readiness, competence and responsibility) is an
integrative quality of the individual (socio-psychological component)”[9].
If we define the concept of competency approach, it is a set of factors that contribute to the
formation of competence in students. This approach has been introduced into the education
system of the country, which has led to the improvement of the requirements of state educational
standards, changes in the content of science programs and textbooks at all stages of the system of
continuing education [11].
According to N.A. Almazova, the competency-based approach is aimed at the development of
cognitive and activity, which is described as an approach aimed at helping students to use a
foreign language in their future careers [4]. This means that as a result of studying under this
approach, future foreign language teachers will continue to develop their competencies.
The term competence itself is actually very broad, encompassing a variety of contexts such as
subject mastery, empathy, interaction, communication skills, pedagogical skills, didactic skills,
situational awareness, motivation, social skills, students ’knowledge, oral skills, creativity, and
pedagogical knowledge. In addition, teacher competence plays an important role in decision-
making and has a positive or negative impact on teacher behavior, teaching, and the learning
process of students [3].
When it comes to teacher competence, it is the right way to convey knowledge, program and
skills to students and is also a process related to the teacher’s teaching environment. Qualified
teachers create a conducive environment for students to learn. To do this, they will need to have
developed a variety of competencies and be familiar with the general and communicative
competencies provided for in the CEFR.
In CEFR, the term competence is defined as “the sum of knowledge, skills, and attributes that
enable a person to perform actions” [1]. In the fifth chapter of this document, competencies are
divided into general and communicative competencies. General competencies are those that are
not specific to the language but serve the language activity. They include declarative knowledge,
skills and know-how, existential competence, and the ability to learn.
ISSN: 2278-4853 Vol 10, Issue 9, September, 2021 Impact Factor: SJIF 2021 = 7.699
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