The rapid development of digital technologies and artificial intelligence is transforming the professional requirements placed on contemporary language teachers. The linguist-teacher is increasingly expected to combine linguistic and pedagogical knowledge with digital competence, reflective practice, autonomous professional learning and the ability to critically evaluate emerging technologies. This article investigates the role of digital tools and Smart technologies in the methodological preparation of future English language teachers and examines their potential to establish continuity between pre-service teacher education and Continuous Professional Development (CPD). Particular attention is paid to artificial intelligence, digital learning environments, online collaboration, digital assessment, electronic portfolios and reflective technologies. The study employs a qualitative analytical approach based on recent research and international frameworks of teacher digital competence, together with an analysis of the PRESETT experience in Uzbekistan. The findings indicate that purposeful integration of Smart technologies can support lesson planning, microteaching, assessment, reflection, collaboration and autonomous professional learning. The study also highlights the relevance of the PRESETT reform experience and the professional-development perspective associated with Rod Bolitho, particularly in relation to reflective practice, teacher participation and curriculum-based professional development. The article proposes a conceptual model linking PRESETT, digital methodological competence and CPD. The model positions digital technologies not as an end in themselves but as instruments for developing teachers' methodological autonomy and lifelong professional learning.