IMPROVING STUDENTS' PROFESSIONAL COMPETENCE THROUGH A RETROSPECTIVE APPROACH AS A PEDAGOGICAL NECESSITY

This article substantiates the improvement of students' professional competence through a retrospective approach as a pedagogical necessity in the context of Uzbek higher education. The retrospective approach is defined as the process of students consciously analyzing their academic and professional experience to identify strengths and weaknesses and determine directions for further development. Drawing on Schön's reflective practice theory, Dreyfus and Dreyfus's competence model, and Kolb's experiential learning cycle, four stages of competence development are identified and corresponding retrospective methods are proposed for each stage: reflective journal, situational analysis, professional portfolio, and mentoring reflection. Pedagogical observation revealed that approximately 67% of students do not systematically analyze their experience after practice sessions, which significantly slows competence development. An integration model for incorporating retrospective methods into the educational process is presented. The findings are relevant for higher education practitioners and curriculum developers seeking to enhance the effectiveness of professional training.