COMPONENTS OF METHODOLOGICAL IMPROVEMENT OF FUTURE MUSIC TEACHERS' PERFORMANCE COMPETENCE THROUGH AFGHAN RUBOB

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 223 COMPONENTS OF METHODOLOGICAL IMPROVEMENT OF FUTURE MUSIC TEACHERS' PERFORMANCE COMPETENCE THROUGH AFGHAN RUBOB I.A. Rozimurodov Senior Lecturer in “Music Education” at the International Nordic University https://doi.org/10.5281/zenodo.17861727 Abstract. This article presents an analysis of the pedagogical conditions for improving the performance competence of future music teachers using the Afghan rubab and discusses the components of its modeling. Keywords: afghan rubab, pedagogical conditions, performance, concept, research, teacher, future music teacher, methodological, modeling, competence. Introduction. In the process of developing a model for improving the performance competence of future music teachers using the Afghan rubab, one of the main categories of theoretical knowledge and a method of indirect study of processes and phenomena is modeled, in which various types of symbolic, abstract models were considered at the theoretical level, based on their analytical results at the established criteria and levels [2]. In research, modeling was usually viewed as a systematic research method, and the resulting model served to address educational management goals. The Latin word modus means measure, image, method, etc. According to scientists, a model is an embodiment and implementation of a goal, a model is able to provide new information about objects, a model allows us to identify and study relationships that are not accessible to knowledge by other methods, a model is a generalized description of the objects of study, acts as a standard for targeted implementation [4]. Main part. Among foreign scientists, V.A. Stoff singles out the following features of the model. Namely: it is a system that is mentally expressed or materially implemented; it repeats or shows the object being studied; it is capable of replacing objects; its study provides new information about the object [2]. Among scientists from the CIS countries, A.I. Uyomov gives the following generalized characteristics of the model: the model cannot exist in isolation, since it is always associated with a material or ideal original system that it replaces in the process of cognition; the model must be not only similar to the original, but also different from it, and the model reflects the properties and relationships of the original that are important for its user; the model, of course, has a purpose [1]. Typically, in the humanities, meaningful models are often used. We have tried to develop a meaningful model of improving the competence of a future music teacher in playing the Afghan rubab, which has the specific characteristics of the model [3]. We note that in such a process, the technology of socio-pedagogical modeling can be used in the field of social humanities. In sociopedagogical modeling, the object being studied and changed goes through three stages of change. The stage of model refinement, according to the results of the research conducted by us, is associated with the selection of the main features or processes, structures or functions, by which the model can be modified. At the same time, the most important signs and characteristics of the SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 224 socio-pedagogical object were selected. This was consistent with the case when others seemed to be outside the researcher's field of vision. At the same stage, it is possible to use the simplifications allowed when working with the object: not to describe its properties in full, but only the most important, leading, main ones; to focus the attention of the object on one or more strictly limited by the goals of modeling, aspects (units of analysis) of the object (structure, functions, processes, properties); to depict the modeling object in the form of a visual-executive symbol (description, diagram, table, graph, etc.), which ensures a clear interpretation of the initial and final results of modeling, and other simplifications. The stage of creating a model for improving the performance competence of future music teachers using the Afghan rubab involves changing the selected features of the socio-pedagogical model in relation to specific, selected, and strict socio-pedagogical conditions. In the process of research, we selected various conditions, studied the changes that occurred in the model, and agreed to determine the need for some adjustments; reveals the relationship between sociopedagogical conditions and results; determines the most optimal relationship between the results and the methods of influencing the model. Here, the most optimal options for the results obtained are selected. The third stage is the transfer of the obtained results of the socio-pedagogical model to the object. The set of recommendations for changing this object, developed on the basis of the model, is practically implemented in relation to the object of socio-pedagogical practice. This, of course, takes into account the simplifications made at the first stage of improving the model. These stages are taken into account by us when developing a model for improving the performance competence of future music teachers using the Afghan rubab. The technology of socio-pedagogical modeling is in many ways similar to the technology of designing technical systems [4]. The first stage of the technology of designing technical systems is system analysis. The actions that make up this stage are aimed at studying the object of study and end with obtaining a cognitive model of the process under consideration. The main content of the activities at this stage: separating the system of improving the performance competence of future music teachers using the Afghan rubab from the environment; improving the goals and objectives that determine new prospects for its activities; representing the system as a set of components; examining each of them and the connections between them. The second stage is the synthesis of the model. It consists in the selection of methodological rules, as a result of which the process of designing the model achieves the necessary unity and integrity, formalization of the relationships of individual components and a consistent transition from components to a holistic model of the developed process. The stage ends when a model of the process under consideration is available. The third stage is checking the conformity of the model to the system. This process accompanies all stages of model creation. The main purpose of the stage is to ensure the adequacy of the model and the system under study in the sense of achieving the necessary accuracy of describing the process under consideration in the conditions of effective operation that we have indicated. In our study, this stage is associated with the experimental verification of the model constructed in the implementation of a set of pedagogical conditions. We see that the approaches to modeling technical and socio-pedagogical systems do not contradict each other. When developing a model for improving the musical and performing skills of a future music teacher, we followed the following logic: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 225 1) determining the boundaries of the modeled system; 2) determining the purpose of designing the model, its connection with the goals and objectives of the designed process; 3) determining the subjects of the process under consideration; 4) determining the content-activity component of the system of musical and performing competence of a future music teacher; 5) substantiating the principles, identifing methods and techniques for improving musical and performing competence (organizational-technological component); 6) determining the main result to be achieved in the implementation of this model, justify the technology and means of its diagnosis (evaluative and effective component); 7) identifing the pedagogical conditions necessary to achieve the goal of the developed model. The procedure for selecting boundaries by meaning corresponds to the selection of the object and subject of modeling. In our case, the object of modeling is the professional training of students of the Bachelor of Music Education, and the subject is the improvement of musical and performing competence in the Afghan rubab among students of the Music Department of the Bachelor of Music Education in Pedagogical Education. We consider the process of improving musical and performing competence in students as a system included as an independent link (subsystem) in the educational system for the implementation of the educational program in the specialty "Music Education" of the Bachelor of Music Education in Pedagogical Education. In other words, in the system of professional training. The process of improving the performance competence of future music teachers using the Afghan rubab When designing a model for improving the musical and performance skills of a future music teacher, we followed the most important principle of systematic analysis, that is, the construction of any object begins with the definition and improvement of the goal. Its definition is an important point in the design of the model, since it acts as a control instance in relation to other components. In addition, the target component not only controls the system, but also serves as a decisive factor for the desired result, determining the connections between development and generation. Our goal is determined by the topic of improving the performance competence of future music teachers using the Afghan rubab: that is, to develop a model for improving the performance competence of future music teachers using the Afghan rubab. The goal of the process: to improve the musical and performance skills of a future music teacher. The main goal is supplemented by long-term and operational goals. Thus, we consider the improvement of the orientation of students' musical and performance potential to self-development using the Afghan rubab as a prospective goal. The operational goal in its content represents a set of tasks corresponding to the stages of improving the musical and performance skills of a future music teacher. We interpret the improvement of the performance competence of future music teachers using the Afghan rubab as the main goal of the process of improving their musical and performance competence. One of the directions for optimizing and improving the quality of the educational process is the development and deepening of interactions, relationships, connections between the teacher and the student. In this case, we relied on the words of one of the CIS scientists G.M. Sipin, who, in his opinion, musical and performing education cannot be imagined without interaction, since it includes two activities: teaching (a teacher, a person with high skills - a performer) and learner (a student - a person who builds his own future, carried out by the student) [5]. Learning is a joint, SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 226 distributed activity and cannot be anything else. By its very nature, the effectiveness of the interaction process between the two subjects of the educational process depends on the quality of education and the quality of education as a “counterpart” work of the student and the student. The subjects of the process of improving the performance competence of future music teachers using the Afghan rubab are the main instrument teacher and a student of the bachelor's degree in pedagogical music education. The process of improving the musical and instrumental performance skills of a future music teacher is represented in our study by the following components: - target component; - content component; - organizational and technological component; - performance assessment. The substantive component of the model includes the process of mastering musical and performing knowledge and musical and performing skills that help solve problems that arise in the process of musical and performing activities. Knowledge is the result of knowing the objective world. It is possible to consider the relationship between thinking and knowledge, their mutual connection, and knowledge as the subject of this process, however, knowledge is a consequence of thinking, and at the same time becomes one of its necessary conditions. The assimilation of knowledge implies active mental activity [3]. The development of thinking and the assimilation of knowledge are two-way interdependent processes: on the one hand, the development of thinking occurs through the assimilation of knowledge, on the other hand, the most effective assimilation of new material is possible only at a certain level of development of thinking. We will take as a basis the definition of musical performance skills of the methodological improvement of the performance competence of future music teachers using the Afghan rubab [5]. We have tried to summarize the professional content of the musical performance skills of a future music teacher in the following table 1: Components The content of improving the performance skills of the age of music 1 2 analytical and prognostic - the ability to set a goal, improve the teaching of the performance tasks of a musical work on instrumental performance of the lesson; - the ability to choose methods and techniques that help to achieve expressive performance of the text of the work; - the ability to separate and analyze musical performance data; - the ability to put forward a hypothesis about the ideological and performance content of a musical work; - the ability to decode the text of the music and musical terminology, to extract the necessary information; - the ability to anticipate possible deviations, adverse events in achieving educational results and choose ways to eliminate them; - the ability to logically perceive the musical text of the musical work being studied; SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 227 - the ability to divide a musical work into its components (themes, motifs, intonations); - the ability to systematize information related to the performance technique of a musical work; - the ability to identify and understand the musical imagination of composers; - the ability to predict the desired performance (create an artistic image); - the ability to generalize musical performance information in a musical work; cognitive-search - the ability to choose forms, methods and means of musical and performing activities to obtain a high-quality musical and performing product; - the ability to recognize the meanings of individual musical information units; - the ability to search for and select optimal musical and performing techniques in the context of the work's content, goals and objectives in the process of performing in the Afghan rubab; - the ability to choose rational methods of achieving musical performance readiness; - the ability to search for characteristic features of the style of a musical work; - the ability to identify and establish relationships between various components of a musical form, genre and style factors; - the ability to use the musical language system when creating a musical image; - the ability to build and logically implement a completed musical image of a work; organizational and regulatory - the ability to organize students' cognitive activities of a reproductive, heuristic and creative nature in a music lesson; - the ability to organize one's own activities to solve professional problems in accordance with the stages of musical performance activity; - the ability to organize rehearsal activities (homework, rehearsals in the concert hall); - the ability to control emotional behavior (self-control or emotional stability); - the ability to mobilize oneself to perform exercises, training, exercises; communicative and creative - the ability to understand the artistic self of a musical work; - the ability to mentally create an artistic picture of a musical work; - the ability to determine the general emotional state of students, the level of their internal readiness for artistic communication SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 228 with music of a certain emotional and figurative content; - the ability to give an aesthetic color to communicative relations (translating "educational and business relations" to the level of interpersonal relations); - the ability to "infect" students with aesthetic feelings; - the ability to express a personal and value attitude to the content of a musical work; - the ability to stimulate the artistic and intellectual actions of students (determining not only the aesthetic (objective), but also the personal (subjective) significance of the composition); - the ability to design the content of the interaction of participants in the educational process; reflective skills - the ability to determine the compliance of the content of musical performance with the set pedagogical tasks; - the ability to direct one's own musical performance activity to reflect the state of success or failure; - the ability to observe and analyze the dynamics of musical performance activity (assess the compliance of musical performance with the composer's intention) in the process of implementing educational goals; - the ability to perceive one's own musical performance activity by creating and solving problem situations in the educational process; - the ability to adequately evaluate one's own musical performance actions; - the ability to take into account and evaluate the result of musical performance; - the ability to self-knowledge (assess one's knowledge, state of performance, state of performance of one's own professional training); - the ability to identify the causes of successes and failures, mistakes and difficulties in the process of implementing the set educational goals; - the ability to evaluate one's own work experience and its compliance with the criteria and recommendations proposed in the educational content. The organizational and technological component of improving the professional musical performance skills of a future music teacher includes the stages of improving the musical performance skills of a future music teacher and the principles of building this process, as well as tools, methods, and forms. According to the law of gradual development of the educational system, the organization of any system (including the process of improving the musical performance skills of a future music teacher) consists of three main stages: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 229 1) the emergence of the system of education for the performance of the Afghan rubab instrument and its slow development; 2) the rapid development of the system; 3) the increase in the number of performance schools for instrumental performance and the improvement of their performance skills. The theory of technical systems emphasizes that at the last stage, the gradual growth of the system in relation to age has led to fundamental changes in instrumental music performance. However, these processes of development and improvement serve to improve the competence of future music teachers in instrumental performance [4]. The main rules of this approach, identified and systematized in the course of the research work, are as follows: 1) the technology is developed for a specific idea, which is based on a certain theoretical and methodological position of the authors of the work; 2) the technological chain of pedagogical actions is built strictly in accordance with the target settings, which have a clearly expected result; 3) pedagogical technology is built on the basis of an activity approach, taking into account the principles of individualization and differentiation, optimal implementation of human and material and technical capabilities; 4) elements of pedagogical technology, on the one hand, must be repeatable, and on the other hand, guarantee the achievement of the planned results by all students; 5) the organic part of pedagogical technology is diagnostic procedures, which include criteria, indicators and means of measuring performance [3]. The above provisions of the technological approach made it possible to identify the principle of individuality and self-esteem and were taken into account when developing a program for diagnosing the musical performance abilities of students of the bachelor's degree in pedagogical music education, designing the content and procedural features of its implementation. The process of improving the musical performance skills of future specialists within the framework of the selected pedagogical conditions, as well as the logic of organizing experimental research with them and proving the reliability of its results. The presented principles of person-centered, activity-based, cultural, and technological approaches serve as the scientific basis for a model for improving the musical performance competence of a future music teacher. We chose a didactic task as the main means of teaching. This choice is due to the fact that the didactic task stimulates actions aimed at improving the given activity experience among students. Currently, there are quite a few different classifications of problems in the scientific literature [6]. The classification of tasks that contribute to the improvement of musical performance skills, we built in accordance with the laws and requirements of the gradual development of the system that ensures the transition of a person from one level of development to another. The use of tasks and assignments of different levels of complexity allows us to make the process student-oriented. REFERENCES 1. Абдуллин Э. Б. Методологический анализ проблем музыкалной педагогики в системе высшего образования: Учебное пособие. М. 1990. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 230 2. Raximov B. X. Bo‘lajak uqituvchilarda kasbiy-madaniy munosabatlarning shakllanishi:Diss. ped. fan. tnom. - Toshkent. 2002. B. 161 3. Ro‘zimurodova I.A. Orkestr sinfi. O‘quv qo‘llanma. T.: 2024. 187 b. 4. Yuldoshev U.Yu. Milliy maqom asarlari asosida bo‘lajak musiqa o‘qituvchisining ijodiy tafakkurini rivojlantirish. Ped.fan. falsafa dok. ... diss. – T. 2020. – 148 b. 5. Muslimov N.A. Kasb ta’limi o‘qituvchisini kasbiy shakillantirishning nazariy-metodik asoslari: Ped. fan. dok. ... dis. avtoref. – T.:. 2007. – 47b. 6. Panjiyev Q.B. O‘zbek xalq qo‘shiqlari vositasida bo‘lajak musiqa o‘quvchilarini kasbiy tayyorgarligini takomillashtirish. Ped. fan. dok. .. diss. –T., 2022. - 248 b