This article substantiates a conceptual framework for improving the professional-methodological preparation of pre-service English teachers in higher education. The study treats professional-methodological preparation as an integrated system in which pedagogical knowledge, language-teaching concepts, methodological decision-making, reflective practice, value orientations, and digital-pedagogical competence interact rather than function as isolated course outcomes. On the basis of teacher-knowledge research, language teacher cognition, reflective pedagogy, the CEFR action-oriented perspective, and contemporary approaches to technology integration, the paper proposes four interrelated components: motivational-value, cognitive-conceptual, operational-methodological, and reflective-evaluative. The conceptual approach is interpreted as the deliberate organization of teacher education around system-forming concepts and the relationships among them, so that future teachers can explain why a method is selected, adapt it to learner needs, and evaluate its effectiveness. The article also identifies pedagogical conditions, instructional mechanisms, and diagnostic indicators for implementing the framework. The proposed structure provides a theoretically grounded basis for redesigning methodology courses, practicum tasks, and assessment procedures in English language teacher education.
A Conceptual Framework for Enhancing the Professional-Methodological Preparation of Pre-Service English Teachers
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