ADVANCING AN INTEGRATED METHODOLOGICAL FRAMEWORK FOR THE FORMATION OF REFLECTIVE COMPETENCIES IN FUTURE FOREIGN LANGUAGE TEACHERS
Keywords:
reflective competence, prospective foreign-language teachers, integrated methodology, professional development, meta-cognition, pedagogical reflection, competency-based approach.Abstract
This study examines the enhancement of reflective competencies among prospective foreign-language teachers through an integrated, theoretically grounded methodological framework. The research conceptualizes reflection not merely as a routine self-assessment practice, but as a complex meta-cognitive, analytical, and value-oriented capacity that shapes pedagogical decision-making and professional identity. Drawing on principles of learner-centered pedagogy, competency-based education, and reflective practice theory, the proposed methodology synthesizes diagnostic, developmental, and evaluative components.
The study introduces structured reflection tasks, case-based analysis, peer-feedback cycles, and guided self-observation instruments designed to cultivate critical awareness, professional autonomy, and pedagogical resilience. Empirical results demonstrate that the integrated approach significantly strengthens student-teachers’ ability to analyze their instructional strategies, identify pedagogical inconsistencies, and design evidence-based improvements.
