Methodology For Developing The Pedagogical Mastery Of Future Teachers Through Artificial Intelligence Tools

Abstract

This research investigates how artificial intelligence (AI) can be used as an effective methodological tool for developing the pedagogical mastery of future teachers. The study provides a comprehensive exploration of the theoretical, methodological, and empirical aspects of AI integration in higher education, particularly in teacher education programs in Uzbekistan. Pedagogical mastery, as an essential professional quality of teachers, is understood as the synthesis of creativity, reflection, communication, and methodological competence. Within this context, AI technologies are viewed as innovative instruments that can simulate teaching situations, generate analytical feedback, and create personalized learning pathways for teacher trainees. Using a mixed-method approach, the research involved 120 students of Andijan State University who were divided into control and experimental groups. The experimental group employed AI-based platforms such as ChatGPT, Google AI Classroom, Canva Edu, and Quizlet AI in their academic and teaching practice. Data were collected through surveys, reflective journals, and lesson observations, followed by statistical analysis using SPSS.

The findings revealed that AI tools significantly improved pedagogical creativity, reflective competence, and communication skills, leading to a 25–30% increase in pedagogical performance indicators compared with traditional methods. The study concludes that AI-supported learning environments encourage independent thinking, self-assessment, and professional growth among future teachers. Furthermore, the research recommends implementing AI-based modules in teacher education curricula to modernize pedagogical training and align it with global digital transformation trends.