ISSN: 2005-4238 IJAST Copyright ⓒ 2020 SERSC International Journal of Advanced Science and Technology Vol. 29, No. 8, (2020), pp.3429-3435 3429 Development Of Artıstıc And Aesthetıc Competence Of Future Teachers Rabbimova F.T 1 , Mavlonova S.Kh 2 , Makhammadiev D.M 3 , Ikromov D.N 4 Ravshanov Sh.I 5 1,2,3 Jizzakh State Pedagogical Institute, teacher 4,5 Jizzakh State Pedagogical Institute, student Abstract The resultative criterion of the model for improving the artistic-aesthetic competence has been improved based on the optimization of educational (enriching the knowledge on artistic-aesthetic activities), normative (raising the axiological consciousness of students on environmental protection) and practical (environmental protection by students, researching) activities; The interdisciplinary modular educational technology of improving the artistic-aesthetic competence in future teachers has been enhanced through the identification of motivational, cognitive and activity-based components of organizing virtual excursions. 1. Introduction From the point of view of training future teachers, competence is ahead of social requirements (norms) for the effective organization of the process of teaching general subjects and vocational training in the continuing education system. Based on the analysis in connection with the object of study, the following definitions of the concepts of “competence” and “competence” are formed: competency - the ability to solve professional problems in teaching general professional disciplines, expressing willingness to change labor market conditions and innovative activities; Competency - possession of key (supporting, basic), intersubject, general professional and subject competencies. The results of the study allow us to name as factors for improving the artistic and aesthetic competence of future teachers the totality of motives and personal qualities necessary for the independent implementation of the artistic and aesthetic activity of future teachers; knowledge and skills in the field of artistic and aesthetic activities; ability and level of readiness to apply the acquired knowledge and skills in practice in the process of artistic and aesthetic activity. Based on the analysis, it was concluded that the artistic and aesthetic competence of the future biology teacher reflects the ability and willingness to apply knowledge, skills in the field of artistic and aesthetic activities in solving problems of organizing education on the basis of the necessary personal and professional qualities. Based on the analysis of various approaches to the problem, it was found that the structure for improving the artistic and aesthetic competence of future teachers consists of motivational, cognitive and activity components (Table 1). The results of the study showed that the motivational component of the artistic and aesthetic competence of future teachers is reflected in the formation of needs and interest in artistic and aesthetic activities; developing interest in the teaching profession and engaging in educational activities; the desire for the formation in the educational process of artistic and aesthetic knowledge, skills of students; cognitive component - in mastering theoretical knowledge in the field of foundations of artistic and aesthetic activity; assimilation of the structure, forms and systems of scientific and artistic-aesthetic knowledge; knowledge of the stages, methods and design techniques of artistic and aesthetic activities in the educational process; activity component - in the ability to generate artistic and aesthetic ideas in solving