METHODOLOGY FOR DEVELOPING FUTURE TEACHERS’ DIGITAL PEDAGOGICAL COMPETENCE
Keywords:
digital pedagogical competence, future teacher, digital education, TPACK, DigCompEdu, pedagogical modeling, digital resources, digital assessment, reflection, professional competence.Abstract
This article analyzes the theoretical and methodological foundations for developing
future teachers’ digital pedagogical competence. Drawing on the TPACK and DigCompEdu
frameworks as well as the scholarly perspectives of local researchers, the content of
digital pedagogical competence is clarified. Based on the pedagogical modeling method,
five structural components of this competence are identified: digital-didactic design, work
with digital resources, digital communication and collaboration, digital assessment and
monitoring, and digital-reflective and information-ethical components. The practical stage
of the study involved 47 students from Bukhara State University. A comparative analysis
of the initial and final diagnostic results showed that the overall average level of digital
pedagogical competence increased from 54.0% to 75.5%, representing an overall
improvement of 21.5 percentage points. The findings demonstrate the effectiveness of a
methodological approach based on integrating digital technologies with pedagogical
objectives, educational content, collaboration, assessment, and reflection.
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