DEVELOPMENT OF REFLECTIVE COMPETENCE OF ENGLISH LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL DEVELOPMENT

Abstract

The thesis systematizes key models of reflective learning and offers practical tools for developing reflective competence among participants of English language teacher professional development courses. The goal is to substantiate and adapt effective methodologies for the conditions of Uzbekistan. The methodology includes an analytical review of international sources, comparison with the national context, and generalization of existing practices (mentoring, Lesson Study, video analysis of lessons, reflective journals, analysis of "critical incidents"). The result is a comprehensive set of measures: individual (journal, portfolio, self-assessment, video and post-reflection) and group (peer observation, mentoring sessions, professional communities) with a phased implementation logic from simple procedures to advanced ones. Practical significance lies in a set of adaptation recommendations for professional development modules (task structure, reflection questions, support mechanisms). The novelty consists of operationalizing international models to local cultural and organizational conditions, balancing external expert assessment and teacher self-assessment.