This paper examines the evolving paradigm of professional competency development for future Englishlanguage teachers (ELTs) in the context of globalization and digital transformation. Moving beyond traditional knowledge-based models, the study proposes a holistic framework centered on six integrated competency domains: digitalpedagogical integration, intercultural communicative competence, data-informed reflective practice, ecological classroommanagement, collaborative professional identity formation, and innovative material design. The paper argues thatcontemporary teacher education must transition from a transmission-based approach to a constructivist, experientialmodel in which these competencies are developed through authentic, technology-enhanced micro-teaching ecosystems,cross-cultural virtual exchanges, and collaborative action research. The findings suggest that a competency-based, iterativecurriculum aligned with real-world classroom challenges significantly enhances pre-service teachers’ adaptability,self-efficacy, and readiness for diverse educational settings. The study concludes with practical recommendations forcurriculum designers and policymakers in Central Asian higher education contexts
| Mualliflar | Tadjiboyev, Kamoldin |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2026-01-20 |
| Jild | 4 |
| Son | 1 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.18418945 |
DOI: 10.5281/zenodo.18418945 · Maqolaning asl sahifasi
English language teaching, teacher education, professional competencies, digital pedagogy, reflective practice, competency-based education
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