IMPROVING THE METHODOLOGY OF DEVELOPING REFLECTIVE SKILLS IN FUTURE TEACHERS OF THE SOUND

This article examines the theoretical and methodological aspects of developing and refining reflective skills in students preparing to become teachers of the deaf. It substantiates the key role of professional reflection in training specialists working with children with hearing impairments. A step-by-step methodological model for developing reflective skills is proposed, including diagnostic, motivational-orientational, operational-activity, and evaluative-corrective stages. Specific methods for developing reflection in the context of deaf teaching practice are described: reflection diaries, video analysis of lessons, the critical incident method, the "Portfolio" technology, supervision , and intervision . The results of testing the developed methodology in a pedagogical university are presented.