Author(s)

Sh. U. Kosimov¹, M. R. Rafiqova², M. I. Murodova³

¹Deputy Director of Termez Branch of TSPU Named After Nizami, Termez, Uzbekistan.
²Teacher of Higher Military Customs Institution, Tashkent, Uzbekistan.
³Teacher of Termez Branch of TSPU Named After Nizami, Termez, Uzbekistan.

The article deals with the problems of developing the technological competence of future teachers. It contains definitions of the concepts of competence and technological competence, provides an overview of the history of entry into education and the current level of relevance. Providing close cooperation between vocational education and production, improving the quality of vocational education, and continuous improvement of the educational process is an urgent task for reforming the system of professional education, training personnel capable of actively and effectively participating in the process of its sustainable growth and modernization. In the lesson of preparation for the profession, students acquire the skills, abilities, competencies, and the competence of interdependence. From a pedagogical point of view, competence is interpreted as a combination of the knowledge, skills and experience of individuals with specific social and professional status to the extent of the complexity of the tasks and problems they perform. Suitable for the competence approach we are considering is the “competence” and “jurisdiction”, which differ in each other. The article describes the objectives of continuous improvement, effectiveness, and adaptation of the content of professional education, as well as the components of practical professional education.

Technological Competence, Pedagogical Process, Methods, Knowledge, Information

Kosimov, S. , Rafiqova, M. and Murodova, M. (2021) Implementation of the Technological Competence of Future Specialists. Creative Education, 12, 666-677. doi: 10.4236/ce.2021.123046.