A Methodological Model for Developing Pedagogical Reflection in Pre-Service EFL Teachers
DOI:
https://doi.org/10.5281/zenodo.20951454Ключевые слова:
pedagogical reflection, pre-service EFL teachers, methodological model, reflective practice, teacher education, professional development, microteaching.Аннотация
The present article explores the issue of developing pedagogical reflection in pre-service EFL teachers and
proposes a methodological model for its systematic formation in teacher education programs. In modern foreign language
pedagogy, professional competence is no longer understood solely as knowledge of grammar, vocabulary, or teaching
techniques. It also includes the ability of future teachers to analyze their instructional decisions, evaluate classroom
interactions, identify strengths and weaknesses in their teaching behavior, and improve their practice through conscious
self-assessment. The article argues that pedagogical reflection is one of the key conditions for the formation of an autonomous,
flexible, and professionally mature EFL teacher. The study is based on a theoretical analysis of pedagogical,
methodological, and psychological literature devoted to reflective practice, teacher education, and language pedagogy.
On this basis, a methodological model is proposed that includes motivational, cognitive, procedural, and evaluative components.
The article describes the main stages of the model, the instructional tools required for its implementation, and
the pedagogical conditions that ensure its effectiveness. Particular attention is paid to reflective journals, peer discussions,
microteaching, teaching practicum, mentor feedback, and self-analysis tasks. It is concluded that systematic work
on reflection development contributes to stronger methodological awareness, better classroom decision-making, and
long-term professional growth of future foreign language teachers
Библиографические ссылки
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1991.
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7. Brookfield, S.D. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 2017.
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