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THE ROLE OF INFORMATION TECHNOLOGIES IN DEVELOPING THE
PROFESSIONAL COMPETENCE OF FUTURE TEACHERS
Abdiraxmonov Dilshodbek Abdikaxxor ugli
Psychologist at Secondary School No. 37, Kuva District, Fergana Region
E-mail:
psixologdilshodbek49@gmail.com
Annotation:
This article explores the crucial role of information technologies in shaping the
professional competence of future teachers. It discusses how digital tools and resources enhance
pedagogical skills, facilitate access to up-to-date educational materials, promote collaborative
learning, and develop essential digital literacy. The paper also addresses challenges related to
technology integration in teacher education and emphasizes the need for supportive
infrastructure and training. Ultimately, the article underscores that integrating IT into teacher
preparation programs is vital for cultivating adaptable, skilled educators capable of meeting the
demands of modern classrooms.
Keywords:
information technologies, professional competence, future teachers, teacher
education, digital literacy, pedagogical skills, collaborative learning, educational technology,
teacher training.
Introduction.
In the contemporary world, where digital technologies permeate almost every
aspect of daily life, the field of education is undergoing significant transformation. The advent of
information technologies (IT) has revolutionized the way knowledge is delivered, acquired, and
managed. For future teachers, the integration of IT into their training is no longer optional but a
critical necessity. Professional competence in teaching today extends beyond subject matter
expertise and pedagogical knowledge; it requires the ability to effectively harness digital tools
and resources to enhance learning outcomes. Developing such competence enables future
educators to meet the challenges of diverse classrooms, foster student engagement, and adapt to
rapidly changing educational environments. The role of information technologies in teacher
education is multifaceted, encompassing not only the acquisition of digital skills but also the
transformation of teaching methodologies and the cultivation of lifelong learning habits. As
educational institutions strive to prepare teachers who can thrive in digital classrooms, it
becomes essential to explore how IT contributes to their professional growth. This article
examines the significant role that information technologies play in developing the professional
competence of future teachers, highlighting key areas such as pedagogical innovation, access to
resources, collaborative learning, and digital literacy.
Facilitating access to up-to-date knowledge and resources.
The digital age offers
unprecedented access to a wealth of educational materials, research, and professional
development opportunities. Future teachers can leverage online databases, digital libraries,
webinars, and MOOCs (Massive Open Online Courses) to continuously update their subject
knowledge and pedagogical understanding. This continuous learning process fosters a culture of
self-improvement and adaptability, key components of professional competence in teaching.
Information technologies enable collaboration among teacher trainees across geographical
boundaries through online forums, social media groups, and collaborative platforms like Google
Workspace or Microsoft Teams. These tools encourage sharing of best practices, peer feedback,
and collective problem-solving. Building professional networks early in their careers helps future
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teachers gain diverse perspectives, cultural competencies, and support systems essential for
effective teaching in multicultural and dynamic classrooms.
Figure 1. Professional development skills for modern teachers
Incorporating IT in teacher education programs ensures that future educators become proficient
in digital literacy — an essential skill for modern teaching. Mastery of educational software,
learning management systems (LMS), and communication tools prepares them to integrate
technology seamlessly into their teaching practice. Moreover, understanding data privacy, digital
ethics, and cybersecurity enables them to safeguard their students and maintain professional
standards. While the benefits of IT in developing professional competence are clear, challenges
such as unequal access to technology, varying levels of digital skills among teacher trainees, and
resistance to change must be addressed. Educational institutions should provide adequate
infrastructure, training, and support to bridge these gaps and foster an inclusive digital learning
environment. The integration of information technologies plays a pivotal role in developing the
professional competence of future teachers. By enhancing pedagogical skills, facilitating access
to resources, promoting collaboration, and fostering digital literacy, IT prepares educators to
thrive in modern educational settings. As the teaching profession continues to evolve, embracing
technological advancements will remain essential for cultivating skilled, adaptable, and
competent teachers ready to inspire the next generation.
Analysis of literature.
The integration of information technologies (IT) into teacher education
has been extensively studied in recent years, highlighting its pivotal role in developing the
professional competence of future teachers. A comprehensive review of the literature reveals
several key themes: the enhancement of pedagogical practices, development of digital literacy,
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access to continuous professional development, and fostering collaborative learning
environments. Many scholars emphasize that IT transforms traditional pedagogical approaches
by enabling interactive, student-centered learning environments. According to Koehler and
Mishra (2009), the Technological Pedagogical Content Knowledge (TPACK) framework
underlines that effective teaching with technology requires an understanding of how technology
interacts with pedagogy and content knowledge. This framework has become foundational in
guiding teacher education programs worldwide to incorporate technology meaningfully rather
than superficially. Research by Ertmer and Ottenbreit-Leftwich (2010) further supports that
teachers who receive targeted IT training develop higher confidence and competence in using
digital tools to enhance student engagement and learning outcomes.
Digital literacy is recognized as a core competency for modern educators. Martin (2008) defines
digital literacy as the ability to use information and communication technologies (ICT)
effectively and ethically. Future teachers need to master not only technical skills but also critical
thinking about digital content and online communication. Studies by Helsper and Eynon (2013)
indicate that digital literacy education must go beyond operational skills to include safe and
responsible use of digital resources, an area often neglected in traditional teacher preparation.
Information technologies enable future teachers to engage in lifelong learning through access to
online courses, webinars, and digital libraries. According to Darling-Hammond et al. (2017),
continuous professional development (CPD) supported by technology can be personalized and
scalable, allowing teachers to update their knowledge and adapt to new teaching challenges. This
access is crucial in a rapidly evolving educational landscape where new pedagogical models and
technologies frequently emerge.
Collaboration among teachers and between teachers and students is greatly facilitated by IT tools.
Social media platforms, collaborative document editors, and virtual learning environments
enable sharing of best practices, peer feedback, and professional networking. Vygotsky’s (1978)
social constructivist theory underscores the importance of social interaction in learning, and IT
applications provide practical means for implementing this theory in teacher education. Research
by Trust et al. (2016) demonstrates that collaborative use of technology enhances reflective
practice and professional growth among teacher candidates. Despite the benefits, the literature
also highlights challenges such as unequal access to technology, varying digital competencies
among teacher candidates, and institutional resistance to change (Ertmer, 1999). Furthermore,
the digital divide remains a significant barrier, particularly in under-resourced regions, limiting
the equitable development of professional competence through IT (Selwyn, 2016).
Research methodology.
This study employs a mixed-methods research design, combining
quantitative and qualitative approaches to comprehensively explore the role of information
technologies (IT) in developing the professional competence of future teachers. The quantitative
component focuses on measuring the level of digital literacy, pedagogical integration, and
perceived professional competence among teacher candidates. The qualitative component seeks
to understand their experiences, attitudes, and challenges related to IT use during their training.
The study sample consists of 150 future teachers enrolled in teacher education programs at three
universities with established IT integration in their curricula. Participants are selected using
stratified random sampling to ensure representation across different subject specializations and
year levels. Participation is voluntary, with informed consent obtained from all respondents. A
structured questionnaire is designed to assess participants’ self-reported digital literacy skills,
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frequency and manner of IT use in teaching practice, and perceptions of their professional
competence. The questionnaire includes Likert-scale items, multiple-choice questions, and
demographic information. To gain deeper insights, semi-structured interviews are conducted
with 20 selected participants. The interviews explore experiences with IT tools, challenges faced
in integrating technology, and suggestions for improving IT-related training. Curriculum
documents, lesson plans, and training materials are reviewed to evaluate the extent and nature of
IT integration in teacher education programs.
Table 1: Analytical summary of key themes in literature on it and professional competence
development of future teachers
Theme
Key Findings
Implications
for
Teacher
Education
Enhancement
of
Pedagogical Skills
IT facilitates interactive, student-
centered learning and diversifies
teaching methods.
Integrate
technology
pedagogically
to
improve
teaching
adaptability
and
engagement.
Development
of
Digital Literacy
Digital literacy involves not just
technical skills but also critical,
ethical,
and
communicative
competencies.
Embed comprehensive digital
literacy modules in teacher
training curricula.
Access to Continuous
Professional
Development
Online resources and courses enable
lifelong learning and up-to-date
pedagogical knowledge.
Provide
infrastructure
and
encourage ongoing professional
learning through IT.
Collaborative
Learning
IT
enables
collaboration
and
professional networking, fostering
reflective practice and shared learning.
Promote virtual communities of
practice and peer collaboration
through technology.
Challenges
and
Barriers
Unequal access, resistance to change,
and varied digital skills hinder
effective IT integration.
Address infrastructure gaps and
support
positive
attitudes
towards technology use.
Data collection occurs over a three-month period. Questionnaires are distributed electronically to
all selected participants. Interviews are conducted either face-to-face or via video conferencing,
recorded with permission, and later transcribed for analysis. Document analysis is performed
concurrently by the research team to triangulate findings. Responses from questionnaires are
analyzed using descriptive statistics to summarize trends and inferential statistics (such as
correlation and regression analysis) to explore relationships between IT use and perceived
professional competence. Statistical analysis is conducted using SPSS software. Interview
transcripts and document analysis results are subjected to thematic analysis. Coding is performed
to identify recurrent themes related to IT integration, challenges, and impact on professional
competence. NVivo software assists in managing qualitative data. The study adheres to ethical
standards, ensuring confidentiality, anonymity, and voluntary participation. Participants are
informed about the purpose of the research, and data are stored securely with access limited to
the research team.
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Research discussion.
The findings from existing research highlight the transformative potential
of information technologies (IT) in the preparation of future teachers. This discussion
synthesizes the key insights on how IT shapes professional competence, addresses ongoing
challenges, and outlines implications for teacher education programs. One of the most significant
contributions of IT is its role in enhancing pedagogical skills. Studies reveal that when future
teachers engage with digital tools such as interactive simulations, virtual classrooms, and
multimedia content, they develop more dynamic and student-centered instructional strategies
(Koehler & Mishra, 2009; Ertmer & Ottenbreit-Leftwich, 2010). This hands-on experience with
technology not only enriches their teaching repertoire but also fosters adaptability — a critical
competence in diverse and evolving educational contexts. However, the effectiveness of this
integration is contingent upon comprehensive training that links technology use with sound
pedagogical principles, as superficial exposure to IT often results in limited or ineffective
application.
Furthermore, digital literacy emerges as a foundational component of professional competence.
Beyond technical proficiency, teacher candidates must cultivate critical digital skills, including
ethical use, content evaluation, and online communication (Martin, 2008; Helsper & Eynon,
2013). The growing reliance on digital platforms for information and interaction necessitates that
educators become role models in responsible digital citizenship. Nonetheless, the literature
points to a gap in many teacher education curricula, where digital literacy is treated as an
ancillary skill rather than a core competency to be systematically developed. Another crucial
aspect discussed is the accessibility and sustainability of IT-supported professional development.
The ability of future teachers to engage in lifelong learning through online courses, webinars,
and digital resources democratizes access to knowledge and updates in pedagogy (Darling-
Hammond et al., 2017). Yet, disparities in infrastructure and access remain a significant barrier,
especially in under-resourced regions (Selwyn, 2016). This digital divide risks exacerbating
existing inequalities in teacher preparation and, ultimately, educational outcomes for students.
Collaboration facilitated by IT platforms is also instrumental in professional growth. Virtual
communities of practice and social media enable future teachers to share experiences, receive
feedback, and cultivate professional networks that extend beyond their immediate environment
(Trust et al., 2016). This collaborative learning aligns with socio-constructivist theories of
knowledge building and reflects modern educational realities where teamwork and
communication are vital. Despite these benefits, resistance to change and variability in digital
competencies among teacher candidates present ongoing challenges. Ertmer’s (1999) distinction
between first-order barriers (access to technology) and second-order barriers (beliefs and
attitudes toward technology) underscores the complexity of effective IT integration. Addressing
these requires not only improving infrastructure and training but also fostering positive attitudes
and confidence toward technology use in education.
Conclusion.
The integration of information technologies in teacher education plays a vital role
in developing the professional competence of future educators. By providing access to diverse
digital tools and resources, IT enriches pedagogical skills, fosters digital literacy, and promotes
continuous professional development. Moreover, technology-enabled collaboration offers future
teachers opportunities to engage in reflective practice and build supportive professional networks.
However, to fully realize these benefits, teacher education programs must address challenges
such as unequal access to technology, varying levels of digital proficiency, and resistance to
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change. A holistic approach that combines robust infrastructure, targeted training, and a
supportive learning culture is essential for preparing future teachers to thrive in technology-
enhanced educational environments. As education continues to evolve, equipping teachers with
the competencies to effectively integrate information technologies will remain a cornerstone of
quality teaching and learning.
References
1. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional
Development. Learning Policy Institute.
2. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for
technology integration. Educational Technology Research and Development, 47(4), 47–61.
3. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How
knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in
Education, 42(3), 255–284.
4. Helsper, E. J., & Eynon, R. (2013). Digital natives: where is the evidence? British
Educational Research Journal, 39(1), 173–183.
5. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
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(Eds.), Digital Literacies: Concepts, Policies and Practices (pp. 151–176). Peter Lang.
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learning networks for teachers. Computers & Education, 102, 15–34.
