The Role of Interactive Instruction in Developing Future Teachers' Pedagogical Competencies

The purpose of this article is to clarify how interactive instruction can be organised to support future teachers’ planning, communication, assessment, and reflection. The research question concerns the conditions under which interactive activities create opportunities to practise these competencies. The article develops a five-stage implementation model based on a conceptual analysis of selected Azerbaijani and international sources. It presents no original experimental data, and its recommendations should be understood as methodological proposals rather than demonstrated effects.