DEVELOPING PRE-SERVICE TEACHERS' PROFESSIONAL COMPETENCE THROUGH THE USE OF ARTIFICIAL INTELLIGENCE

Аннотация

The rapid advancement of artificial intelligence (AI) technologies has introduced new opportunities for enhancing the professional competence of future teachers. In the modern educational paradigm, the integration of AI into pedagogical practice is not merely an auxiliary tool but a transformative factor that reshapes teaching methodologies, learning strategies, and assessment mechanisms. This article examines the pedagogical features of developing professional competence among prospective educators through the application of AI-based technologies. Special attention is devoted to the ways in which AI contributes to strengthening cognitive, methodological, and reflective skills, while simultaneously fostering adaptabilitytotherapidly changing demands ofthedigital age. Keywords: Artificial intelligence; pedagogical features; professional competence; teachereducation; digital pedagogy; future educators; educational innovation. Introduction: The contemporary landscape of teacher education is increasingly defined by the pervasive integration of digital technologies and the transformative potential of artificial intelligence (AI), which collectively offer unprecedented opportunities for developing professional competencies among future educators. The twenty-first century educational paradigm no longer confines pedagogical activity to traditional classroom boundaries; rather, it is characterized by a dynamic interplay between human expertise and intelligent technological systems, enabling a more personalized, adaptive, and evidence-based approach to teacher preparation[1]. AI technologies, ranging from intelligent tutoring systems and adaptive learning platforms to data-driven assessment tools and virtual simulation environments, serve as catalysts for redefining the processes through which pedagogical knowledge, skills, and attitudes are cultivated. By systematically incorporating AI into teacher education programs, it becomes possible to scaffold the cognitive, metacognitive, and socio-emotional dimensions of future teachers’ professional development, ensuring their readiness to navigate increasingly complex educational contexts[2]. Globally, the utilization of AI in teacher preparation has been acknowledged as a strategic priority by leading educational systems. In nations such as Finland, Singapore, and SouthKorea, AI-driven platforms are actively integrated into curriculum design, classroom management training, and formative assessment procedures, demonstrating tangible improvements in both learner engagement and instructor effectiveness. These international models highlight the capacity of AI technologies to facilitate differentiated instruction, enhance reflective teaching practices, and promote the development of critical problem-solving and decision-making skills[3]. The pedagogical significance of AI, however, extends beyond the mere automation of instructional tasks; it encompasses the cultivation of higher-order professional competencies, including analytical reasoning, adaptive planning, and the ability to critically evaluate instructional resources within technologically mediated learning page177 INTERNATIONALJOURNALOF ARTIFICIALINTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue09,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai environments. Consequently, AI functions as both a methodological instrument and an epistemic mediator, shaping the way future educators conceptualize, implement, and assess teaching and learning processes[4]. In the context of Uzbekistan, recent national reforms in teacher education underscore the necessity of integrating AI-based methodologies to cultivate the professional competence of prospective teachers. Initiatives such as the “Digital Uzbekistan – 2030” program and the implementation of e-learning platforms within higher pedagogical institutions reflect a strategic emphasis on equipping educators with the skills necessary for operating within digitally enriched environments[5]. The inclusion of AI technologies in teacher training facilitates personalized learning trajectories, allows for the simulation of classroom management scenarios, and enables data-driven feedback mechanisms, thereby aligning national teacher preparation programs with international standards. At the same time, these developments raise pressing methodological and ethical considerations, including the need to ensure equitable access to technological resources, safeguard the privacy of student and teacher data, and provide comprehensive professional development to enable educators to effectively leverage AI in pedagogical practice. The theoretical foundation for AI-mediated teacher education is firmly rooted in constructivist, activity-oriented, and competency-based frameworks. Literature review: The scholarly discourse on the integration of artificial intelligence into teacher education has been substantially informed by international re