SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
83
PEDAGOGICAL CONDITIONS FOR THE USE OF WEB PLATFORMS IN
DEVELOPING PROSPECTIVE TEACHERS' COMPETENCE IN LESSON
PLANNING
Y.A. Bobonorova
Doctoral Candidate, Navoi State University
https://doi.org/10.5281/zenodo.15906851
Abstract.
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,
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
84
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.
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
85
References:
1.
Баштанар И.М. Формирование информационно-коммуникативной
компетентности будущих специалистов-документоведов в высшей школе
// Диссертации на соискание ученой степени кандидата педагогических
наук. – Челябинск, 2008. – 217 с.
2.
Норбеков А.О. Педагогика олий таълим муассасаларида компьютер
таъминоти фанини ўқитиш самарадорлигини ошириш методикаси //
Педагогика фанлари бўйича фалсафа доктори (PhD) илмий даражасини
олиш учун тайёрланган Диссертация. – Қарши, 2021. –171 б.
3.
Митрофанова
С.Н.
Педагогические
условия
эффективности
управления развитием центра образования // Диссертации на соискание
ученой степени кандидата педагогических наук. – Иркутск, 2005. – 203 с.
4.
Linda Darling‑Hammond “Preparing Teachers for a Changing World: What
Teachers Should Learn and Be Able to Do” (2005). – 234 p.
