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Abstract
Abstract: The formation of reflective competence is a fundamental aspect of teacher education, particularly in the preparation of pre-service English teachers. In contemporary pedagogical contexts, reflective practitioners are better equipped to adapt to diverse classroom environments and continuously improve their teaching methodologies. This study investigates the role of an integrative approach in fostering reflective competence among future English language teachers. The research adopts a mixed-method design involving reflective journals, structured observations, questionnaires, and semi-structured interviews. The findings demonstrate that the integrative approach, which combines theoretical knowledge, pedagogical practice, and psychological awareness, significantly enhances the depth and quality of reflective thinking. Participants showed improved abilities in self-assessment, critical analysis, and adaptive teaching. The study concludes that integrating reflective practices systematically into teacher education programs leads to sustainable professional development and lifelong learning competencies.
References
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