317			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

AMERICAN	Journal	of	Language,	Literacy	and		
Learning	in	STEM	Education	

Volume	02,	Issue	12,	2024	ISSN	(E):	2993-2769	
 

  
Cooperational (Cooperational) Competence of Future Primary 

Teachers: Teamwork Skills 
 

  
F. F. Khalilov 

Alfraganus University, Associate Professor, t.a. (PhD) 
 
 

Abstract. In this article, the opinions about cooperation (cooperation) competence: teamwork skills 
of future primary school teachers are presented. 
Key words: education, upbringing, knowledge, thinking, individual educational trajectory, virtual 
education, creativity, competence, technology. 
 
Introduction. Cooperation is a collaborative effort aimed at achieving a common goal. In 
cooperative learning, all members of a group strive to achieve a result that is convenient and beneficial 
both for themselves and for the group as a whole. Thus, cooperative learning is based on organizing 
cooperative activities in small groups to achieve maximum efficiency in the learning process. 
The idea of organizing cooperative learning is extremely simple. The teacher divides the group into 
small groups and gives them a task. Students work together on the task until all members of the group 
have completed the task. The power of cooperation leads to the fact that all participants in the process 
strive for mutually beneficial cooperation: each aims to achieve success through the achievements of 
the other (your success benefited me, and mine benefited you); all members of the group unite around 
a common goal (we are all in the same boat or sink); the result of each person's work belongs to 
everyone (we couldn't have done it without you); a sense of pride and a sense of collective victory 
(we congratulate you on your successful completion of the task!). In a cooperative learning situation, 
there is a positive interrelationship of student achievements. Therefore, students understand that 
achieving their goals also depends on other members of the group. 
Literature review. The goal of cooperative learning is to make each member of the team more 
successful and stronger as an individual. 
In the studies of foreign scientists, “cooperation” and “competition” are recognized as the goals of 
student activity. D.B. Miller notes that in a cooperative situation, there is a common goal, and all 
students divided into groups are given tasks, while in a competitive situation, each member of the 
group is required to individually achieve the set goal in a holistic manner. 
M.A. May, L.U. Duba also note the existence of a common goal shared between its participants in 
the process of cooperation and the establishment of friendly relations between them. 
M.Mead believes that in cooperation, the achievement of a common goal occurs, while in the process 
of competition, the result that others are trying to achieve at the same time is sought and achieved. 
C.I. Barnard tried to explain the concepts of “cooperation” and “competition” in relation to the 
biological aspect of the individual, and came to the conclusion that in various situations the 
capabilities of people are limited by biological factors, and cooperation appears as an effective 
method of overcoming it. 



 

318			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

Discussion. In the research of H.B. Lewis, it is emphasized that the concepts of “cooperation” and 
“competition” are the leading point of view of the emergence of a psychological approach to the study 
of the individual. He concluded that cooperation and competition are manifestations of an increase or 
decrease in the ego in a person. 
In foreign studies, special attention is paid to revealing the possibilities of the group form of 
cooperation. In particular, D.V. Johnson, R.T. Johnson proposed combining the individual 
educational and cognitive activities of students with joint work in small groups. D. De Vries and K. 
Edwards described game methods for organizing group forms of joint activity of students in 
educational and cognitive activities. S. Sharan, I. Sharan studied the issue of grouping students 
according to their interests. R. E. Slavin proposed methods for studying educational material and 
organizing educational and cognitive activities based on dividing students into small groups (4-5 
people) during the lesson. 
According to the ideas of E. Aronson, in the process of developing students' cooperation in 
educational and cognitive activities, organizing their interaction in a group requires that each 
participant initially work on a certain part of the general task, explain the studied material to each 
other, and help other group participants complete their part of the task, ultimately allowing students 
to achieve the set goal. 

Cooperation competence has the following structure: 
1. Acceptance of the common goals of the team: 
� Joining the common goal of the team, working together with the team, being able to include the 
results of one's work in a collective decision, being able to manage emotions in collective work; 

2. Mutual social action: 
� Participation in discussions, being able to agree, being respectful of each other, listening to and 
accepting the opinions of others, coordinating one's actions with the actions of other team members, 
willingness to help them; 

� Being ready to take responsibility for the overall result; 
3. Fulfilling one's obligations: 

� Having one's obligations and being ready to fulfill the task in order to work effectively in a team; 
� Responsible fulfillment of the task assigned to one's responsibility in order to achieve a high-
quality result, achieving an acceptable result; 
4. Independence and initiative: 

� Ability to work independently and take initiative within the framework of the assigned task; 
� Ability to involve group members in the task and provide them with moral support and motivation. 
It should be noted that each time the teacher invites students to complete a task with group members, 
he has the opportunity to develop their ability to work in a team. This can be greatly helped by 
repeating the basic rules of teamwork with students: 
� Speak in turn and listen to each person individually; 

� Study all the proposals made; 
� Do not give offensive comments to classmates' proposals; 

� First, turn to team members, then to other students or the teacher for an explanation; 
� Agree on an agreed distribution of tasks for all team members; 

� Assign responsibilities for a specific task at your own discretion. 
In general, teamwork, effective joint action and the ability to cooperate are among the meta-subject 
outcomes of the educational standard. The connection between the State Educational Standard 



 

319			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

(National Curriculum) and the skills of the 21st century, including the “4K” competencies, is also 
important, therefore, below we will analyze in detail how critical thinking, creative and imaginative 
thinking, communication and cooperation correspond to the requirements of the State Educational 
Standard. 
FORMATION OF COMMUNICATIVE COMPETENCE 
Conclusion. Communication and cooperation in the implementation of any action in a team are easier 
to describe than other components of the “4K”, because these skills are more externally manifested 
and easy to observe. Effective communication is associated with the development of a person’s 
communicative competence - “the ability to express and interpret thoughts, feelings and arguments 
in oral, written, reading and comprehension forms, as well as their effective dissemination in various 
social and cultural spheres (education, work, home and leisure). Communicative competence is 
manifested in the student’s ability to ask questions to classmates and answer them in an 
understandable way, to ask for clarification if necessary, if the message or comments lack clarity, and 
to explain his/her own thoughts, ideas and proposals. 
The structure of these competencies/skills is presented as follows. 

1. Readiness for communication: 
� lack of fear when entering into communication, readiness to organize communication, answer and 
ask questions of others. 
2. Purpose, essence of communication and adaptation to the interlocutor: 
� ability to use verbal and nonverbal methods of communication (gestures, facial expressions, 
intonation) during communication in different situations, taking into account the emotional state of 
the other party. 
1. Suggestive (persuasive) communication: 
� use of verbal (vocabulary and rules of speech) and nonverbal (means of various actions, gestures) 
means to achieve the goal of communication. 

References: 
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Wоrk», Сritiсаl аnd Сreаtive Thinking: The Аustrаlаsiаn Jоurnаl оf Philоsоphy fоr Сhildren 3, 2 
(1995): 38-49. 

2. Gоrdоn W. Syneсtiсs. The develоpment оf сreаtive - N.Y: Hаrper аnd Rive Pаblishers, 1961. 
3. Guilfоrd J.P.Сreаtivity //Аm.Psyсhоlоgist. 2000. – V.5. – P.444-454.  
4. Guilfоrd J.P. (1996). Сreаtive Tаlents: Their nаture, uses аnd develоpment. Buffаlо, NY: Beаrly 

Ltd.