The article examines the methodological conditions for implementing a model for developing reflective competence among participants in in-service training courses, using English language teachers as an example. The significance of organizational-pedagogical, psychological-pedagogical, and didactic conditions is substantiated as key factors that ensure the development of teachers’ professional reflection within a system of continuous professional development. Based on the analysis of domestic and international studies, the article reveals the role of a reflective educational environment, the facilitator role of the course instructor, adult learners’ motivation, as well as the use of active and reflection-oriented teaching methods (case studies, microteaching, reflective journals, and lesson video analysis). It is shown that the step-by-step implementation of the model and the continuity of reflective activity after the completion of the courses contribute to the sustainable development of reflective competence and to the enhancement of English language teachers’ professionalism.
| Mualliflar | Mustaeva, Elena, Мустаева, Елена, Mustayeva, Yelena |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-02-15 |
| Jild | 4 |
| Son | 1 |
| Betlar | 207-216 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss1-pp207-216 |
DOI: 10.47689/2181-3701-vol4-iss1-pp207-216 · Maqolaning asl sahifasi
reflective competence, in-service teacher training, professional reflection, continuous professional development, English language teachers, reflective educational environment, andragogy, refleksiv kompetensiya, o'qituvchilarni rivojlantirish, professional refleks, uzluksiz kasbiy rivojlanish, ingliz tili o'qituvchilari, refleksiv o'quv muhiti, andragogika, рефлексивная компетентность, повышение квалификации учителей, профессиональная рефлексия, непрерывное профессиональное развитие, учителя английского языка, рефлексивная образовательная среда, андрагогика
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