Digital technologies create opportunities for teacher preparation, but their educational value depends on how they are incorporated into professional learning. This article develops a methodological framework for cultivating the specialized professional competencies of prospective teachers of Tarbiya, a school subject concerned with moral, civic, and personal development in Uzbekistan. The study uses conceptual analysis and a structured examination of methodological materials addressing grades 10 and 11. International frameworks of teacher knowledge and digital competence inform the interpretation of lesson designs, practical tasks, and instructional checklists. The analysis identifies a need to distinguish prospective teachers’ professional capabilities from the intended competencies of school pupils. Its principal output is a competency-oriented design cycle linking diagnosis, pedagogical justification, resource development, microteaching, feedback, and revision. Five interconnected domains are proposed: pedagogical design, digital resource development, facilitation, assessment, and ethical-reflective judgement. A task alignment matrix and an analytic rubric translate these domains into observable professional performances. The framework treats accessible multimedia, interactive exercises, immersive resources, and moderated digital communication as alternative means of addressing specific pedagogical problems. It does not establish intervention effectiveness or report measured competency gains. Its contribution is a context-sensitive methodology and an explicit basis for subsequent empirical validation in teacher education.
Improving the Methodology for Developing Specialized Professional Competencies of Prospective Teachers Through Digital Technologies
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