KIRISH: mazkur maqolada bo‘lajak tasviriy san’at o‘qituvchilarining badiiy va estetik kompetentligini rivojlantirishning pedagogik asoslari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqotda badiiy kompetentlik tushunchasi, uning pedagogik faoliyatdagi o‘rni hamda ijodiy shaxsni shakllantirishdagi ahamiyati ochib berilgan. Tasviriy san’at ta’limi jarayonida estetik idrok, badiiy tafakkur va ijodiy faoliyatning o‘zaro bog‘liqligi asoslab beriladi. MAQSAD: tadqiqotning asosiy maqsadi — bo‘lajak tasviriy san’at o‘qituvchilarida badiiy va estetik kompetensiyani rivojlantirishning pedagogik mexanizmlarini aniqlash, ularni ilmiy asoslash hamda samarali metod va vositalarni ishlab chiqish. MATERIALLAR VA METODLAR: tadqiqot jarayonida nazariy tahlil, pedagogik kuzatuv, suhbat, anketa, ijodiy ishlar tahlili va tajriba-sinov metodlaridan foydalanildi. Shuningdek, tasviriy san’at metodikasi, pedagogika va estetika bo‘yicha ilmiy adabiyotlar o‘rganildi. Amaliy mashg‘ulotlar, kompozitsiya ishlari, rangshunoslik topshiriqlari va ijodiy loyihalar samarali metod sifatida qo‘llanildi. NATIJALAR VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, tizimli tashkil etilgan badiiy-pedagogik tayyorgarlik talabalarning estetik didi, kompozitsion tafakkuri va ijodiy faolligini sezilarli darajada oshiradi. Xususan, talabalar tasviriy ifoda vositalaridan ongli foydalanish, rang uyg‘unligini his qilish hamda san’at asarlarini tahlil qilish ko‘nikmalarini egalladilar. Muhokama jarayonida aniqlanishicha, kompetentlik rivojiga uch omil — metodik tayyorgarlik, ijodiy amaliyot va estetik muhit bevosita ta’sir ko‘rsatadi. XULOSA: bo‘lajak tasviriy san’at o‘qituvchilarining badiiy va estetik kompetentligini rivojlantirish ularning professional tayyorgarligining muhim tarkibiy qismi hisoblanadi. Mazkur jarayon ilmiy asoslangan pedagogik yondashuv, ijodiy faoliyatni qo‘llabquvvatlash va estetik muhitni tashkil etish orqali samarali amalga oshiriladi. Ushbu kompetentlik pedagogning kasbiy mahorati hamda ta’lim jarayonining samaradorligini belgilaydi.
INTRODUCTION: this article provides a scientific and theoretical analysis of the pedagogical foundations for developing artistic and aesthetic competence of future fine arts teachers. The concept of artistic competence, its role in pedagogical activity, and its importance in shaping a creative personality are revealed. The interrelation of aesthetic perception, artistic thinking, and creative activity in fine arts education is substantiated. AIM: to identify pedagogical mechanisms for developing artistic and aesthetic competence in future fine arts teachers, scientifically substantiate them, and develop effective methods and tools. MATERIALS AND METHODS: the research employed theoretical analysis, pedagogical observation, interviews, questionnaires, analysis of creative works, and experimental methods. Scientific literature on art teaching methodology, pedagogy, and aesthetics was studied. Practical classes, composition tasks, color studies, and creative projects were applied as effective instructional methods. RESULTS AND DISCUSSION: the findings showed that systematically organized artistic and pedagogical training significantly increases students’ aesthetic taste, compositional thinking, and creative activity. In particular, students acquired skills in conscious use of visual expressive means, perception of color harmony, and analysis of artworks. The discussion revealed that competence development depends on three factors: methodological training, creative practice, and an aesthetic educational environment. CONCLUSION: the development of artistic and aesthetic competence in future fine arts teachers is an essential component of their professional training. This process is effectively implemented through scientifically grounded pedagogical approaches, support of creative activity, and the creation of an aesthetic environment. This competence determines both professional mastery and educational effectiveness.
ResearcherUz