THE ROLE OF REFLECTIVE PRACTICE IN THE PROFESSIONAL DEVELOPMENT OF PHILOLOGY STUDENTS IN THE CONTEXT OF CONTEMPORARY EDUCATIONAL PARADIGMS
The article examines the role of reflective practice in the professional development of philology students during micro-teaching
sessions. The study aimed to determine the impact of structured reflection on methodological awareness and teaching analysis
skills. Gibbs’ Reflective Cycle served as the theoretical framework. A mixed-methods design was used with 21 third-year
students at Namangan State Institute of Foreign Languages. Data collection included pre/post surveys, assessment rubrics, peer
feedback forms, interviews, and analysis of ICT-based tasks. Results showed increased understanding of reflection (from 20% to
70%), improved lesson self-analysis, and higher methodological awareness. The findings confirm that systematic reflective
practice effectively supports the development of professional teaching competencies.
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