DEVELOPING REFLECTIVE COMPETENCE IN PRE-SERVICE ENGLISH LANGUAGE TEACHERS

This article examines the development of reflective competence in pre-service English language teachers within TESOL-oriented teacher education programs. Reflective competence enables future teachers to critically analyze their teaching practices, evaluate instructional decisions, and continuously improve their professional performance. The study discusses the theoretical foundations of reflective competence and analyzes effective methods for fostering reflective thinking in higher education. The results show that systematic integration of reflective activities contributes to improved pedagogical awareness, professional motivation, and teaching effectiveness.