IMPROVING PEDAGOGICAL REFLECTION SKILLS IN FUTURE TEACHERS OF FOREIGN LANGUAGES
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The article explores the process of improving pedagogical reflection skills in future teachers of foreign languages as a fundamental component of professional development. Reflective practice is regarded as a key factor that enables teachers to critically evaluate their teaching strategies, identify challenges, and implement effective solutions in language instruction. The study highlights the necessity of integrating reflection-based methodologies into teacher education programs to bridge the gap between theoretical knowledge and practical application. Special attention is given to modern pedagogical technologies, mentoring systems, and digital tools that support reflective thinking. The proposed methodological framework aims to enhance student-teachers’ ability to analyze classroom experiences, foster self-awareness, and develop autonomy in professional decision-making. The findings suggest that systematic reflection contributes to higher teaching quality, continuous self-improvement, and the overall effectiveness of foreign language education.
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