STAGES OF IMPLEMENTING REFLECTIVE COMPETENCIES OF FUTURE FOREIGN LANGUAGE TEACHERS
The development of reflective competencies is a cornerstone of professional formation for future foreign language teachers. Reflective practice enables educators to critically evaluate and improve their pedagogical approaches, align teaching with learners' needs, and navigate complex classroom dynamics. This article outlines the stages of implementing reflective competencies in pre-service teacher education programs, emphasizing the progressive nature of reflection from basic awareness to deep, critical analysis. Drawing on educational theories and empirical findings, the article presents a staged model of reflective competency development, highlighting strategies, challenges, and best practices at each level. The findings suggest that deliberate, scaffolded reflection contributes significantly to the pedagogical, linguistic, and intercultural proficiency of future language educators.
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