PEDAGOGICAL CONDITIONS FOR ESTABLISHING AN INTEGRATIVE APPROACH TO DEVELOPING STUDENTS' DIDACTIC COMPETENCE

This article examines the pedagogical conditions for establishing an integrative approach to developing students' didactic competence in English language teacher education at pedagogical universities in Uzbekistan. Didactic competence is understood as the ability to connect subject knowledge, pedagogical reasoning, instructional planning, classroom interaction, and assessment to support learners' language development. The article adopts a conceptual and analytical approach, drawing on scholarship in teacher education, language pedagogy, interdisciplinary learning, and reflective practice. It considers how university coursework and school-based teaching practice can be connected through shared learning objectives and professionally relevant tasks. The analysis identifies five interrelated pedagogical conditions: coordination of linguistic and pedagogical coursework; systematic connections between theory and teaching practice; collaborative learning through lesson design and microteaching; purposeful use of digital resources; and continuous formative assessment supported by reflection and feedback. These conditions provide a framework for helping prospective English teachers justify instructional decisions, adapt learning activities to different proficiency levels, and evaluate the relationship between teaching objectives and learner performance. Particular attention is given to multilingual classrooms, contextual relevance, and cooperation between university educators and school mentors. The proposed framework offers a basis for curriculum development and future empirical investigation rather than evidence of measured improvements in student performance.

Hali tarjima qilinmagan