DEVELOPING REFLECTIVE THINKING IN PRE-SERVICE ENGLISH TEACHERS

Authors

  • Urinboeva Khayotkhon Makhamadinovna Senior teacher, Uzbek State University of World Languages

DOI:

https://doi.org/10.55640/

Keywords:

reflective thinking, pre-service teachers, English education, professional development, teaching practice, curriculum design, teacher training, pedagogical reflection

Abstract

This article explores the importance of reflective thinking in developing professional competencies among pre-service English teachers. It examines theoretical underpinnings, pedagogical strategies, and tools that foster reflective practice throughout teacher education programs. The study highlights how structured reflection enhances self-awareness, teaching effectiveness, and lifelong learning habits. Emphasis is placed on integrating reflective tasks into curriculum design and mentoring processes. Based on literature analysis and classroom observations, the article offers practical insights into promoting reflective thinking and recommends models suitable for teacher education institutions. The findings support the view that reflective teaching leads to more adaptive and competent educators.

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References

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2.Schön D.A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

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7.Larrivee B. Transforming Teaching Practice: Becoming the Critically Reflective Teacher. Reflective Practice, 2000, vol. 1, no. 3, pp. 293–307.

8.Calderhead J. Teachers: Beliefs and Knowledge. In: Berliner D.C., Calfee R.C. (eds.) Handbook of Educational Psychology. New York: Macmillan, 1996, pp. 709–725.

9.Korthagen F.A.J. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates, 2001.

10.Wang L., Zhang Y. Reflective Practice in a Chinese EFL Context: Perceptions and Challenges. TESL-EJ, 2013, vol. 17, no. 3, pp. 1–1

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Published

2025-05-26

Issue

Vol. 4 No. 4 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DEVELOPING REFLECTIVE THINKING IN PRE-SERVICE ENGLISH TEACHERS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(4), 792-794. https://doi.org/10.55640/

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