Development Of Reflective Competence in In-Service Teachers as A Pressing Pedagogical Issue

Abstract

This article examines the development of reflective competence among participants in advanced training courses as a priority area of teachers’ professional development in the context of ongoing educational modernization. The relevance of the study is обусловлена large-scale educational reforms in the Republic of Uzbekistan, rising demands for teaching quality, the implementation of competency-based and student-centered approaches, and the growing need for teachers’ conscious professional self-development. Drawing on an analysis of domestic and international psychological and pedagogical research, the article conceptualizes reflective competence as an integrative personal quality that enables a meaningful approach to professional activity, critical analysis of teaching experience, and informed professional decision-making. The study demonstrates that reflective competence functions as a key mechanism of teachers’ professional growth, supports the development of their subject position, and facilitates effective adaptation to changes in the educational environment. Particular attention is paid to contradictions in current professional development practices, including the predominance of lecture-based formats, limited use of reflective methods, and the absence of systematic assessment of reflective maturity. The article substantiates the need to integrate reflective practices into the content and organization of professional development programs and to create a reflective educational environment that promotes teachers’ active and autonomous professional engagement. The findings may be applied in the design of professional development programs, scientific and methodological work, and further research on teacher professional development.