SITUATIONS ARISING IN PREPARING THE "FUTURE TEACHER" THROUGH DEVELOPING STUDENTS' REFLECTIVE ABILITIES AND SOLUTIONS TO THEM

This article investigates the situations that arise in preparing future teachers through the development of students' reflective abilities and proposes evidence-based solutions to these situations. Reflective ability is widely recognized as a core component of professional pedagogical competence, yet its development during university study encounters a range of persistent difficulties that are neither accidental nor easily resolved. The study addresses the gap between the theoretical recognition of reflection as essential for professional teaching and the practical reality of teacher education programmes where reflective development is often superficial, unsystematic, or resisted by students themselves. The purpose of the article is to identify and classify the typical problematic situations that emerge when reflective abilities are developed in future teachers, to analyse their causes from pedagogical and psychological perspectives, and to propose specific solutions grounded in both international and Uzbek scholarly literature. The research is based on a systematic analysis of studies on reflective practice in teacher education, including the foundational frameworks of Schön, Dewey, Korthagen, and Moon, as well as the contributions of Uzbek scholars who have addressed issues of professional formation and pedagogical skill development. The article identifies six categories of problematic situations: motivational resistance, cognitive superficiality, emotional avoidance, methodological confusion, contextual isolation, and evaluative distortion. For each category, the underlying causes are analysed and specific pedagogical solutions are proposed. The main result is a diagnostic-corrective framework that connects each type of situation with appropriate intervention strategies, enabling teacher educators to respond to reflective development difficulties not reactively but proactively and systematically. The study concludes that reflective ability is not a natural by-product of teaching experience but a deliberately cultivated professional capacity that requires sustained pedagogical support, psychologically safe conditions, and methodologically structured guidance throughout the period of university preparation.