This study examines the development of professional competence in English language teaching through blended learning technology. Using a mixed-methods approach, the research involved 293 students from three Uzbek universities (SamSU, NamSU, FerSU) over two academic semesters. The blended learning framework combined face-to-face instruction (40%), asynchronous online components (35%), and synchronous online sessions (25%). Results showed significant improvements across all competency domains, particularly in technological pedagogical content knowledge. Students reported enhanced flexibility, authentic technology integration experiences, and improved collaborative skills. The study provides empirical evidence for the effectiveness of blended learning in developing professional teaching competencies and offers a practical framework for implementation in teacher education programs.
Pakirdinova Sharofat Abdumutaljonovna (Fri,) studied this question.