This article examines reflection as a key psychological and pedagogical mechanism in the professional development of future foreign language teachers. It highlights ongoing educational reforms in Uzbekistan and emphasizes the role of methodological training in fostering analytical and independent thinking. The study identifies reflective competence as a fundamental basis for both professional and communicative development. Particular attention is given to the use of introspection, interactive technologies, and student-centered approaches within the credit-modular system. The findings suggest that reflective competence enhances self-education, motivation, and continuous professional growth, thereby improving overall teaching effectiveness.

Reflection, reflective competence, foreign language teaching

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