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.

学前教育是终身学习的奠基性阶段，对儿童的全面发展具有决定性意义。乌兹别克斯坦持续推进的教育改革，对未来学前教师的专业能力提出了更高要求，尤其体现在其方法论素养层面。本研究聚焦于构建一种基于技术的教学方法，旨在提升职前学前教师的方法论素养。研究着重强调教师培养体系中的跨学科连贯性、理论与实践的深度融合，以及创新教育技术的应用。本研究采用质性分析研究范式，涵盖文献分析、教学观察与反思性实践等研究方法。研究结果显示，系统化的技术驱动型培训能够有效提升教师的专业就绪度、方法论灵活性与创造性教学思维。本研究凸显了以素养为导向、以创新为引领的培养路径的重要价值，这一路径可培养出契合当代教育标准的高素质学前教育工作者。