DEVELOPING PROFESSIONAL COMPETENCE IN FUTURE ENGLISH LANGUAGE TEACHERS THROUGH REFLECTIVE PRACTICE

Abstract

This article examines the development of professional competence among future English language teachers through the integration of reflective practice in teacher education programs. Reflective practice, as a systematic approach to self-assessment and professional growth, enables pre-service teachers to enhance their pedagogical skills, cultural awareness, and adaptability in diverse classroom settings. The study proposes a model for embedding reflective practice in English language teacher training, supported by empirical evidence from a case study involving pre-service teachers. The findings suggest that reflective practice significantly improves teaching efficacy, classroom management, and professional identity formation, preparing future educators for the complexities of English language teaching (ELT).