A COMPARATIVE-TYPOLOGICAL ANALYSIS OF ENHANCING METHODOLOGICAL TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF FOREIGN COUNTRIES

This article presents a comprehensive comparative–typological analysis of international approaches to the methodological training of prospective foreign language teachers within higher education systems. In the context of globalization and digital transformation, Uzbekistan’s growing engagement with the global community highlights the urgency of preparing specialists who possess strong linguistic, intercultural and methodological competences. Drawing on policy documents, scholarly literature and institutional practices from leading educational systems—including Germany, the United Kingdom, Finland, Scandinavia, Canada, Australia, the United States, Japan, South Korea, China, Singapore and the Russian Federation—the study identifies contemporary trends shaping teacher education worldwide. The comparative framework is based on four analytical dimensions: dominant methodological approaches, organizational forms of methodological training, pedagogical advantages and the resulting teacher profiles. The findings reveal significant international convergence toward integrative and competence-based models, practice-oriented and research-informed preparation, reflective teaching, intercultural development and the rapid expansion of digital and AI-enhanced pedagogical tools. Country-specific experiences demonstrate that simulation-based instruction, microteaching laboratories, CLIL, project-based learning, Exploratory Action Research, and AI-supported ecosystems contribute to developing innovative, flexible and globally competitive educators. The analysis concludes that synthesizing global best practices can inform the creation of a modernized, context-sensitive model for enhancing methodological training in Uzbekistan’s higher education system.

Перевод пока недоступен