PEDAGOGICAL CONDITIONS FOR THE USE OF WEB PLATFORMS IN DEVELOPING PROSPECTIVE TEACHERS' COMPETENCE IN LESSON PLANNING

Аннотация

This article presents an analysis of the development of prospective teachers' competence in lesson planning. In addition, the paper proposes pedagogical conditions for the effective use of web platforms in enhancing this competence among future teachers. Keywords: pedagogical condition, professional competence, practical skill, web platform. Developing the professional competence of future teachers, in particular, their ability to develop and plan lessons using modern tools has become one of the key requirements of contemporary education. Enhancing the quality of education is essential to preparing competitive professionals for the future. Accordingly, modern educational methods, technologies, and approaches focused on holistic development, independent thinking, and societal adaptability necessitate organizing the educational process in a student-centered, interactive, innovative, and socio-conceptual manner. This is now a central responsibility of educators. Therefore, the effective organization of the teaching process requires developing the professional design competence of future teachers through the use of web platforms. This, in turn, entails the development and application of modern forms, methods, and tools of instruction, along with adherence to specific pedagogical conditions [1, 2]. To that end, it is necessary to first analyze scientific and methodological literature to define the concept of "pedagogical condition" and determine its role in the professional competence of pre-service teachers. According to S.N. Mitrofanova [3], pedagogical conditions refer to a specially organized learning environment, methodological approaches, and systems of social cooperation aimed at the professional development of teachers. In her work, she highlights the importance of incorporating information technologies into the development of pedagogical conditions. Linda Darling-Hammond [4], in her methodological work, outlines key principles for teacher preparation in the 21st century: grounding training in authentic practice; ensuring that teachers learn and grow in collaborative, not isolated, 83 SCIENCE AND INNOVATION IN THE EDUCATION SYSTEM International scientific-online conference settings; and developing a strong technological, psychological, and collaborative culture. Based on the analysis of the above-mentioned scholarly works and our own research, the following pedagogical conditions should be observed in the use of web platforms to develop pre-service teachers’ competence in lesson planning: Proficiency in the effective use of computer hardware and digital tools; Motivation to use educational web platforms in teaching practice; Practical skills in applying educational web platforms; Practical ability to develop educational video lessons; Skills in using online assessment and evaluation systems; Competence in selecting and using artificial intelligence tools designed for creating educational presentations. The content of these pedagogical conditions is as follows: First condition: proficiency in using computer hardware and software. This implies that future teachers must be able to effectively utilize information and communication technologies (ICT) and acquire relevant practical skills. Second condition: increasing motivation to use educational web platforms. This condition encourages both prospective and novice teachers to integrate educational web resources available on the global network into their professional activities. Third condition: developing practical skills in using educational web platforms. This involves the ability to implement various pedagogical software tools through web platforms and integrate them into instructional practice. Fourth condition: acquiring the ability to create educational video lessons. This entails equipping pre-service teachers with the skills to produce and apply their own video content effectively in classroom settings. Fifth condition: competence in selecting and using AI tools for creating educational presentations. This enables future teachers to prepare modern, resource-rich lessons efficiently using tools such as Canva, Beautiful.ai, Gamma.app, and Microsoft Copilot. Conclusion: Adhering to the proposed pedagogical conditions facilitates the development of pre-service teachers’ competence in lesson planning. Therefore, the use of these conditions is recommended within the scope of teacher education programs. 84 SCIENCE AND INNOVATION IN THE EDUCATION SYSTEM International scientific-online conference