The article proposes a methodological model for developing the professional competence of pre-service teachers through innovative technologies, grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. The model is organised as a four-stage "layered spiral": diagnosis, pairwise integration of knowledge domains, a lesson design studio, and enactment during teaching practice followed by reflection. A quasi-experimental research design adapted to pedagogical higher education institutions in Uzbekistan is described, together with diagnostic instruments and the data analysis procedure. Numerical results are to be entered from the author's own experimental data.
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o'g'li et al. (2026) studied this question.
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