DIDACTIC FOUNDATIONS FOR DEVELOPING REFLECTIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION
This article examines the theoretical and didactic aspects of improving the reflective competence of foreign language teachers in
the higher education system. Reflective competence is defined as a teacher’s ability to analyze and critically evaluate their
professional activity, adapt to changing educational conditions, and engage in continuous professional self-development. The study
explores the structural components of reflective competence, its relationship with personal autonomy, and reflective readiness for
self-directed learning. Particular attention is paid to the opportunities for developing reflective competence in foreign language
teaching through the main types of speech activity. The effectiveness of reflective techniques and interactive teaching methods is
substantiated. The research findings demonstrate that the development of reflective competence among future foreign language
teachers is a key factor in enhancing the quality of higher education
1. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
2. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic.
3. Farrell, T. S. C. (2018). Reflective Practice in ESL Teacher Development. Routledge.
4. Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning.
Cambridge University Press.
5. Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. 2nd Edition. Jossey-Bass.
6. Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. Kogan Page.
7. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the Critically Reflective Teacher. Reflective Practice, 1(3),
293–307.
8. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
9. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the Knowledge-Base of Language Teacher Education. TESOL
Quarterly, 32(3), 397–417.
10. Richards, J. C. (2017). Teaching English Language Teachers: Insights from Practice. Cambridge University Press.
Copyright (c) 2026 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
