ACMEOLOGY CONCEPT, CONTENT AND THEORETICAL RESEARCH OF THE ACMEOLOGY APPROACH

Abstract

The article examines the transformation of the contemporary education system of Uzbekistan in the context of accelerated social, economic, and cultural changes, emphasizing the need for individualized and personality-oriented approaches in teacher education. It substantiates the relevance of modern pedagogical models that focus on the development of students’ personal, subjective, and professional qualities, enabling future specialists to adapt to dynamic labor market demands and lifelong learning requirements. Particular attention is given to the acmeological approach as a theoretical and methodological foundation for enhancing the professional competence of future teachers. Acmeology is analyzed as an interdisciplinary scientific field that studies the laws and mechanisms of achieving professional and personal maturity (“acme”), drawing on psychological, pedagogical, philosophical, and sociological perspectives. The article highlights the contributions of prominent scholars to the development of acmeological theory and practice and justifies the role of acmeological competence in ensuring professional effectiveness, self-development, and creativity in pedagogical activity. The structure and key components of future teachers’ acmeological competence are identified, including professional-special, methodological, communicative-psychological, and reflexive abilities. It is argued that the systematic integration of the acmeological approach into teacher education contributes to the formation of independent, responsible, value-oriented, and competitive professionals capable of responding to the challenges of modern society and education.