DEVELOPMENT OF CREATIVE COMPETENCIES AS THE FOUNDATION OF PROFESSIONAL GROWTH FOR VISUAL ARTS TEACHERS

LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 1 DEVELOPMENT OF CREATIVE COMPETENCIES AS THE FOUNDATION OF PROFESSIONAL GROWTH FOR VISUAL ARTS TEACHERS Jumaboev Nabi Pardaboevich Senior Lecturer (PhD), Department of Art Studies, Gulistan State Pedagogical Institute email: [email protected] Abstract: This article analyzes the necessity of developing the professional competence of future visual arts teachers, its pedagogical significance, and practical foundations. The components of professional competence, methodological approaches, and ways to develop it in accordance with modern educational requirements are discussed. Additionally, the role of creative approaches and methodological preparation in the process of teaching visual arts is highlighted. Keywords: professional competence, visual arts, future teacher, pedagogical preparation, creative approach, education quality, methodology. In the contemporary era, the professional competence of prospective visual arts teachers is gaining increasing significance. This trend is directly related to the formation of modern educational systems, the emergence of alternative teaching models, and the growing demand in the labor market for highly qualified specialists. In particular, visual arts educators bear a great responsibility in shaping future generations into individuals with refined aesthetic taste, artistic thinking, and the ability to effectively use visual means of expression. Therefore, enhancing their professional competence has become a matter of urgent and growing importance. In today's context, the effective organization of the educational process, its prior planning, and the ability to anticipate outcomes have become decisive factors LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 2 in pedagogical activity. These aspects, in turn, require educators to possess not only strong theoretical knowledge and practical skills but also the ability to apply innovative approaches in their teaching practice. State educational policies aimed at improving the quality of education likewise place special emphasis on the development of professional competence among future teachers. In particular, numerous regulatory documents repeatedly underscore the need for a deeper understanding of pedagogical technologies and their practical application. This, in turn, sets the strategic objective of preparing highly qualified visual arts educators capable of fostering artistic thinking in the younger generation through the medium of art education. The rapid advancement of modern science, technology, and innovation has significantly increased the demands placed on visual arts educators. However, the pedagogical conditions, methods, and technologies necessary to support their professional development remain insufficiently developed. One of the pressing pedagogical challenges today is the lack of effective mechanisms to ensure students' active participation as engaged subjects in the process of professional formation. At the core of this issue lies the underdevelopment of technologies specifically aimed at enhancing professional competence. This indicates that advanced and contemporary pedagogical approaches are not being sufficiently implemented in the training processes of future educators within higher pedagogical institutions. From this perspective, one of the strategic tasks of the education system is to prepare students specializing in visual arts education as professionally competent teachers LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 3 who meet modern standards and societal demands. On one hand, this contributes to the preparation of highly qualified personnel for general secondary schools; on the other hand, it creates opportunities for updating the content of pedagogical education and steering it toward more future-oriented directions. One of the pressing issues in the modern education system that requires special attention is the need to renew the approach to visual arts education and to reassess its role and significance. Although the leading role of visual activity in the stages of a child's individual development has been scientifically substantiated, in practice, this field is often undervalued. Despite the vital importance of visual arts education in shaping children's aesthetic and artistic thinking, it is evident that society still does not pay sufficient attention to this domain. Moreover, changes in children's interests are influenced not only by their individual educational needs or goals but also by the attitudes of parents, community members, and even educational leaders and policymakers. Unfortunately, a secondary attitude toward the subject of visual arts still persists in many cases. Although there have been some positive developments in recent years, the subject continues to receive relatively limited attention within the broader educational framework. According to Professor Asqarali Sulaymonov, Candidate of Pedagogical Sciences at the Department of Visual Arts of the Tashkent Institute of Architecture and Construction, a significant shift in attitudes toward visual arts education is urgently needed. He asserts that this subject can serve as a key instrument in LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 4 developing children's aesthetic sensibilities and creative potential. Therefore, educators working in this field must not only possess deep theoretical and methodological knowledge, but also be capable of developing their own distinctive, individual teaching style. Based on the above, it can be concluded that prospective teachers who have a strong command of visual arts teaching methodology, are capable of applying innovative approaches, and can demonstrate creativity in their pedagogical practice can be regarded as professionally competent. The quality of their preparation not only contributes to the advancement of the field itself but also has a positive impact on the overall quality of the education system. An analysis of theoretical sources related to professional competence in the education system reveals that the terms "competence" and "competency" first began to be used in scientific literature from the mid-20th century. Initial studies of these concepts were primarily conducted within the framework of linguistic theory. Notably, the renowned American linguist Noam Chomsky, in his seminal work Aspects of the Theory of Syntax, defined "competence" as a concept that distinguishes between knowledge (understanding) of a language and its actual use (performance). According to Chomsky, competence is the individual's capacity to acquire and effectively perform language or activity. In the field of pedagogy, these concepts are interpreted in a broader sense. For instance, the prominent educational scientist B.B. Gershunskiy considers competence to be intrinsically linked with notions such as "literacy," "level of LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 5 education," "culture," and "mentality." This approach allows competence to be evaluated not merely as a knowledge-based level but as a complex phenomenon directly related to the individual's socio-cultural development. In her dissertation, researcher G.A. Asilova clearly distinguishes between the concepts of "competence" and "competency," explaining them as follows: competence is the ability to effectively apply personal qualities, knowledge, skills, and abilities within a specific field; competency, on the other hand, refers to the capacity that exists or may emerge to perform a particular activity. Underlying these definitions is not only knowledge but also the crucial ability to apply it in real-life situations. Furthermore, in the scientific studies of A.K.Markova and O.A.Kuysinov, professional competence is viewed as a qualitative indicator reflecting the level of mastery a specialist has achieved in their professional activity. They emphasize that this concept encompasses the specialist’s intrinsic motivation toward their profession, the ability to evaluate personal qualities, the proper guidance of professional development, as well as self-improvement and self-education. The structure of professional competence has been divided by several scholars into three main components: cognitive (knowledge and understanding), motivational (interest in the profession and internal needs), and practical or performance-based (the ability to directly carry out activities). These aspects necessitate a comprehensive approach in the process of developing professional competence. LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 6 Pedagogical scholar B.Kh. Khodzhaev defines competence as a mechanism that integrates an individual’s activities aimed at acquiring new experiences and selfdevelopment. According to him, competence reflects a person’s capacity for selfimprovement, acceptance of innovation, and its practical application. These analyses indicate that professional competence is not merely a collection of knowledge but a complex, systemic concept realized through a conscious, motivated, responsible, and active approach toward one’s profession. In the modern educational concept, the notions of "competence" and "competency" are gaining increasing importance, with their definitions and practical meanings being broadly interpreted based on various scientific sources. According to the scientific views of N.A. Muslimov, competency is not merely the acquisition of specific knowledge and skills but represents the effective mastery of integrative knowledge and methods of activity within each independent field. From this perspective, competency is formed not as isolated knowledge but as systematic and activity-oriented understanding. Additionally, J.E. Usarov defines competence as “the state of readiness involving experience, knowledge in a specific field or area, and the ability to apply them in real activities, as well as the capacity to act successfully in non-standard situations.” This perspective highlights that professional competence is not merely a collection of knowledge but is also closely linked to adaptability in problemsolving. Renowned Russian educators V.A. Adolf and V.A. Slastenin consider LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 7 professional competence as a system of expanded knowledge with practical characteristics, aimed at solving teaching-related issues within a specific subject area. They emphasize that competence represents an integrated form of theoretical preparation and practical application. In the 2015 edition of Pedagogy: Encyclopedia, edited by R.H. Safarova and R.H. Jo‘rayev, the concept of "profession" is defined as a set of potentials within an individual based on specialized training, practical experience, and theoretical knowledge required to perform specific labor activities. According to this source, professional training is an educational process aimed at acquiring the qualifications, knowledge, and skills necessary for performing a particular job or activity. The practical research conducted based on the above theoretical foundations yielded the following results: • Diagnostic tools for identifying and developing the professional competence of future visual arts teachers were improved; • An interactive educational-methodological set for the subjects of Color Drawing and Pencil Drawing was developed; • Effective forms, methods, and tools for fostering professional competence in future teachers were created; • Methodological recommendations in this direction were developed and implemented into the educational process. Furthermore, for students studying in the fields of visual arts and engineering graphics at higher pedagogical institutions, professional competence should be LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 8 directed toward clear criteria within the methodology of teaching visual arts. This encompasses not only specialized knowledge related to the subject but also pedagogical skills, creative approaches, and methodological independence as significant factors. Therefore, clarifying the content and structure of the professional preparation of future visual arts teachers, as well as determining how it can be effectively developed within higher education settings, remains a particularly urgent issue today. All the aforementioned theoretical and practical foundations undoubtedly play a crucial role in shaping and developing the pedagogical skills of future visual arts teachers. Professional competence in the field of visual arts encompasses the set of knowledge, skills, qualifications, and pedagogical qualities necessary for graduates to effectively carry out their professional activities. It is through this comprehensive set of competencies that teachers not only deliver educational content but also fulfill the task of providing aesthetic education, fostering creative thinking, and enhancing students' artistic levels through art. Therefore, in teaching visual arts, each component that contributes to the development of professional competence—namely theoretical knowledge, practical experience, methodological preparation, and creative approach—must be given special attention in planning the educational content. The formation of professional competence is not merely about acquiring knowledge but also involves selfawareness through creative activity and a creative approach, continuous self- LEADING IDEAS FOR SUSTAINABILITY IF(Impact Factor)12.87 ISSN-L 5547-7437 E-ISSN 5547-7437 INDIAN POPULAR SCIENTIFIC ONLINE JOURNAL INDEXED ON TOP BASES http://lifsindijourn.my-style.in/ Volume: 17 Issue: 17 October-2025 9 improvement, and readiness to engage in effective pedagogical communication with students. Additionally, in preparing highly qualified visual arts teachers, attention should be given to the following strategic directions: • Strengthening the certification system to evaluate teacher quality; • Expanding opportunities for localized training (regional training centers); • Establishing scientific and methodological cooperation among higher education institutions; • Designing curricula in accordance with teachers' professional needs and modern requirements. In conclusion, developing the professional competence of future visual arts teachers during the educational process involves harmoniously cultivating their creative potential and professional activities, as well as nurturing the pedagogical skills characteristic of a modern teacher. One of the most important tasks in higher education institutions in this regard is to create the necessary conditions for each student to thoroughly master their profession and be prepared for pedagogical activity. References: 1. Герберт М. Компетентностный подход в образовании: теория и практика. Москва: 2021. 2. Asilova G.A. Kasbiy kompetensiya va uning shakllanishi. T.: 2018. 3. Muslimov N.A. Pedagogik texnologiyalar asoslari. T.: TDPU. 2016.