IMPROVING THE METHODOLOGY FOR DEVELOPING FUTURE TEACHERS' PROFESSIONAL COMPETENCE THROUGH GENERATIVE AI-SUPPORTED LESSON DESIGN: A METHODICAL MODEL

 Generative artificial intelligence (GenAI) is rapidly changing how lessons are planned and teaching materials are prepared. For teacher education this creates both an opportunity and a risk: future teachers may use GenAI to strengthen their pedagogical design skills, or they may rely on it uncritically. This article proposes a methodical model for developing the professional competence of future teachers through innovative technologies, with GenAI-supported lesson design as its core instrument. The model consists of four interconnected blocks: target, content, procedural-technological and evaluative-reflective. Its central procedure is a cycle of “generate – critique – adapt – teach – reflect”, in which future teachers use a GenAI tool to draft a lesson plan, critically evaluate it against curriculum standards and learner needs, adapt it, conduct a microteaching session and reflect on the results. The article describes the stages of implementation in a pedagogical university course, the diagnostic tools for each component of professional competence, and the design of a pedagogical experiment at Bukhara International University. The model shows how innovative technologies can be turned from isolated tools into a systematic means of developing professional competence.