KIRISH: zamonaviy ta’lim tizimida ingliz tili o‘qituvchilarini tayyorlash jarayoni globallashuv, raqamlashtirish va ta’lim paradigmalarining o‘zgarishi bilan bevosita bog‘liq holda rivojlanmoqda. Bugungi kunda pedagogdan nafaqat fan bilimlariga ega bo‘lish, balki raqamli muhitda samarali faoliyat yuritish, innovatsion texnologiyalarni ta’lim jarayoniga integratsiya qilish va doimiy o‘zini rivojlantirish talab etilmoqda. Shu nuqtai nazardan, kasbiy kompetentlik tushunchasi yangi mazmun bilan boyib, raqamli transformatsiya sharoitida qayta talqin etilmoqda. Ayniqsa, ingliz tili o‘qituvchilarining kasbiy tayyorgarligida raqamli platformalar, onlayn resurslar va interaktiv texnologiyalarning o‘rni tobora ortib bormoqda. MAQSAD: mazkur tadqiqotning asosiy maqsadi raqamli transformatsiya sharoitida kasbiy kompetentlik tushunchasining zamonaviy talqinini ochib berish hamda ingliz tili o‘qituvchilarini tayyorlash jarayonida raqamli texnologiyalar asosida kasbiy kompetentlikni rivojlantirishning ilmiy-metodik asoslarini yoritishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida pedagogika va xorijiy tillarni o‘qitish metodikasiga oid ilmiy adabiyotlar, normativ-huquqiy hujjatlar, raqamli ta’lim platformalari faoliyati tahlil qilindi. Tadqiqotda nazariy tahlil, taqqoslash, umumlashtirish, tizimlashtirish, pedagogik kuzatuv hamda ilmiy manbalarni kontent-tahlil qilish metodlaridan foydalanildi. Shuningdek, raqamli transformatsiya sharoitida o‘qituvchilarning kasbiy kompetentligini shakllantirishga oid ilg‘or tajribalar o‘rganildi. NATIJALAR VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, zamonaviy talqinda kasbiy kompetentlik o‘qituvchining faqat metodik va lingvistik bilimlari bilan cheklanmaydi, balki raqamli savodxonlik, axborot-kommunikatsiya texnologiyalaridan samarali foydalanish, masofaviy ta’limni tashkil etish, raqamli pedagogik dizayn yaratish kabi ko‘nikmalarni ham o‘z ichiga oladi. Ingliz tili o‘qituvchilarini tayyorlashda raqamli platformalardan foydalanish ularning mustaqil ta’lim olish imkoniyatlarini kengaytirib, kasbiy faoliyatga moslashuvchanligini oshiradi. Shu bilan birga, raqamli transformatsiya o‘qituvchining kasbiy rivojlanishini uzluksiz jarayon sifatida tashkil etishni talab etadi. XULOSA: raqamli transformatsiya sharoitida ingliz tili o‘qituvchilarining kasbiy kompetentligini rivojlantirish ta’lim sifati va samaradorligini oshirishning muhim omili hisoblanadi. Kasbiy kompetentlikning zamonaviy talqini raqamli, kommunikativ, metodik va shaxsiy kompetensiyalarning integratsiyasiga asoslanadi. Shu sababli, o‘qituvchilarni tayyorlash jarayonida raqamli texnologiyalarni tizimli va maqsadli qo‘llash, ta’lim dasturlarini zamon talablariga mos ravishda takomillashtirish zarur.
INTRODUCTION: in the contemporary education system, the process of training English language teachers is directly linked to globalization, digitalization, and the transformation of educational paradigms. Today, a teacher is required not only to possess subject knowledge but also to effectively operate in a digital environment, integrate innovative technologies into the teaching process, and engage in continuous self-development. From this perspective, the concept of professional competence has acquired new content and is being reinterpreted in the context of digital transformation. Particularly significant is the increasing role of digital platforms, online resources, and interactive technologies in the professional preparation of English language teachers. AIM: the primary aim of this study is to elucidate the modern interpretation of the concept of professional competence under conditions of digital transformation and to present the scientific-methodological foundations for developing professional competence in the training of English language teachers through the systematic integration of digital technologies. MATERIALS AND METHODS: the study involved analysis of scientific literature on pedagogy and foreign language teaching methodology, normative-legal documents, and the functioning of digital education platforms. The research employed theoretical analysis, comparison, generalization, systematization, pedagogical observation, and content analysis of scientific sources. Furthermore, advanced practices in the formation of teachers’ professional competence in the context of digital transformation were examined. RESULTS AND DISCUSSION: the findings indicate that, in its modern interpretation, professional competence is no longer limited to methodological and linguistic knowledge alone; it encompasses digital literacy, effective use of information and communication technologies, organization of distance learning, creation of digital pedagogical designs, and other related skills. The integration of digital platforms in the training of English language teachers expands their opportunities for independent learning and increases adaptability to professional activity. At the same time, digital transformation necessitates the organization of teachers’ professional development as a continuous process. CONCLUSION: in conclusion, the development of professional competence among English language teachers in the context of digital transformation constitutes a key factor in enhancing the quality and effectiveness of education. The contemporary interpretation of professional competence is based on the integration of digital, communicative, methodological, and personal competencies. Therefore, it is essential to implement digital technologies in a systematic and purposeful manner within teacher training programs and to continuously modernize curricula in accordance with current requirements.
ResearcherUz