DEVELOPING REFLECTIVE THINKING IN PRE-SERVICE ENGLISH TEACHERS
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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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