IMPROVING THE PROFESSIONAL TRAINING OF PRE-SERVICE PRESCHOOL TEACHERS IN UZBEKISTAN: A TECHNOLOGY-BASED APPROACH TO DEVELOPING METHODOLOGICAL COMPETENCE

Preschool education represents the foundational stage of lifelong learning and plays a decisive role in children’s holistic development. Ongoing educational reforms in Uzbekistan have increased professional demands on future preschool teachers, particularly regarding their methodological competence. This study examines the development of a technology-based approach aimed at enhancing methodological competence in pre-service preschool teachers. Emphasis is placed on interdisciplinary continuity, the integration of theory and practice, and the use of innovative educational technologies in teacher preparation programs. A qualitative and analytical research approach was employed, including literature analysis, pedagogical observation, and reflective practice. The findings indicate that systematic, technology-driven training enhances professional readiness, methodological flexibility, and creative pedagogical thinking. The study underscores the importance of competence-based and innovation-oriented approaches in preparing highly qualified preschool educators capable of meeting contemporary educational standards.