KIRISH. ushbu maqola bo‘lajak tasviriy san’at o‘qituvchilarining kasbiy va ijodiy kompetensiyalarini rivojlantirishda raqamli texnologiyalarni integratsiyalashning metodologik asoslarini yoritadi. Zamonaviy ta’lim sharoitida an’anaviy dars metodlari bilan bir qatorda innovatsion texnologiyalarni qo‘llash talabalarni raqamli savodxon, ijodiy va professional jihatdan yetuk o‘qituvchi sifatida tayyorlash imkonini beradi. Maqolada AI, VR/AR, BCI, digital storytelling, gamifikatsiya va blockchain texnologiyalari kabi ilg‘or texnologiyalar misol sifatida keltiriladi. MAQSAD: kasbiy kompetentsiya tushunchasi o‘qituvchining nazariy bilimlar, amaliy ko‘nikmalar va pedagogik malakalarni birlashtiruvchi muhim ko‘rsatkich sifatida qaraladi. Shulman (1987) ta’kidlashicha, samarali o‘qituvchi faqat fan bo‘yicha bilimga ega bo‘lishi kifoya qilmaydi; u shu bilimni pedagogik jarayonga tatbiq etish, talabalarning ijodiy va tanqidiy fikrlashini rivojlantirish imkoniyatiga ega bo‘lishi kerak. Raqamli texnologiyalar esa bu jarayonni yanada interaktiv, individual va innovatsion shaklda tashkil etishga xizmat qiladi (Selwyn, 2016). MATERIALLAR VA METODLAR. bo‘lajak tasviriy san’at o‘qituvchilarining kasbiy kompetentsiyasini rivojlantirish masalalari zamonaviy ta’lim tadqiqotlarida keng o‘rganilgan. So‘nggi o‘n yilliklarda pedagogika, tasviriy san’at metodikasi va raqamli texnologiyalar integratsiyasi mavzusi alohida e’tibor qozonmoqda. Raqamli texnologiyalar ta’lim jarayonida faqat axborot vositasi sifatida emas, balki o‘quv jarayonini interaktiv va individualizatsiyalash imkonini beruvchi vosita sifatida ham ko‘rib chiqilmoqda. NATIJALAR VA MUHOKAMA. bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimiga qo‘yilayotgan talablar tubdan o‘zgarmoqda. Ayniqsa, bo‘lajak tasviriy san’at o‘qituvchilarini tayyorlash jarayonida ularning nafaqat an’anaviy pedagogik bilimlari, balki raqamli kompetentsiyalari, ijodiy va innovatsion fikrlash qobiliyatlarini rivojlantirish muhim ahamiyat kasb etmoqda. Shu bois, “Tasviriy san’atni o‘qitish metodikasi” fanini o‘qitishda raqamli texnologiyalardan samarali foydalanish masalasi dolzarb hisoblanadi. Kasbiy kompetentsiya o‘qituvchining kasbiy faoliyatni samarali amalga oshirishi uchun zarur bo‘lgan bilim, ko‘nikma, malaka, shaxsiy sifatlar va tajribalar majmuidir. XULOSA. bo‘lajak tasviriy san’at o‘qituvchilarining kasbiy kompetentsiyasini rivojlantirishda raqamli texnologiyalardan foydalanish samarali vosita hisoblanadi. Raqamli vositalar o‘quv jarayonini interaktiv, ko‘rgazmali va individual yondashuvga asoslangan shaklda tashkil etishga yordam beradi, bu esa o‘quvchilarning ijodiy va vizual fikrlash ko‘nikmalarini rivojlantirishga xizmat qiladi. Adabiyotlar tahlili shuni ko‘rsatdiki, zamonaviy san’at pedagogikasida raqamli texnologiyalarni qo‘llash nafaqat o‘qituvchilarning nazariy bilim va amaliy ko‘nikmalarini oshiradi, balki ularning pedagogik malakasini, metodik jihatdan samarali dars tashkil etish qobiliyatini ham kuchaytiradi.
INTRODUCTION: this article explores the methodological foundations for integrating digital technologies into the process of developing the professional and creative competencies of future fine arts teachers. In the context of modern education, alongside traditional teaching methods, the application of innovative technologies enables the preparation of students as digitally literate, creative, and professionally competent educators. The article examines advanced technologies such as artificial intelligence (AI), virtual and augmented reality (VR/AR), brain–computer interfaces (BCI), digital storytelling, gamification, and blockchain technologies. AIM: the concept of professional competence is considered an important indicator that integrates theoretical knowledge, practical skills, and pedagogical mastery of a teacher. According to Lee Shulman (1987), an effective teacher must possess not only subject knowledge but also the ability to apply this knowledge in the pedagogical process and to foster students’ creative and critical thinking. Digital technologies facilitate the organization of this process in a more interactive, individualized, and innovative form (Neil Selwyn, 2016). MATERIALS AND METHODS: the issues of developing the professional competence of future fine arts teachers have been widely studied in modern pedagogy. In recent decades, particular attention has been paid to the integration of pedagogy, fine arts teaching methodology, and digital technologies. Digital technologies are viewed not only as tools for information delivery but also as instruments that ensure interactivity and individualization of the educational process. RESULTS AND DISCUSSION: in the context of globalization and digitalization, the requirements for the education system are undergoing significant changes. In the training of future fine arts teachers, special importance is attached not only to traditional pedagogical knowledge but also to the development of digital competencies, creative thinking, and innovative approaches. Therefore, the effective use of digital technologies in teaching the course “Methods of Teaching Fine Arts” is a relevant and pressing task. Professional competence is defined as a combination of knowledge, skills, abilities, personal qualities, and experience necessary for the effective implementation of professional pedagogical activity. CONCLUSION: the use of digital technologies is an effective means of developing the professional competence of future fine arts teachers. Digital tools help organize the educational process in an interactive, visual, and individualized manner, thereby contributing to the development of students’ creative and visual thinking skills. The analysis of the literature shows that the application of digital technologies in modern art pedagogy not only enhances theoretical knowledge and practical skills but also strengthens teachers’ pedagogical mastery and methodological readiness for effective lesson organization.
ResearcherUz