The article examines how teacher cognition, reflective practice, and CEFR-based principles can be integrated within the professional-methodological preparation of future English teachers. The central argument is that high-quality methodology education should develop the capacity to connect beliefs, theoretical concepts, instructional decisions, learner evidence, and professional reflection. A conceptual approach is proposed as the integrating mechanism. It enables pre-service teachers to identify the assumptions behind pedagogical choices, relate them to communicative and action-oriented principles, test them through microteaching or practicum, and revise them on the basis of evidence. Particular attention is given to mediation, learner agency, formative assessment, feedback, and digital interaction. The article outlines a learning cycle consisting of elicitation of prior beliefs, conceptual reconstruction, guided design, enactment, evidence-based reflection, and transfer to new contexts. It also discusses assessment tasks that reveal conceptual development rather than only theoretical recall. The proposed integration supports the formation of adaptive methodological expertise and provides a practical basis for redesigning language teacher education modules.
Integrating Teacher Cognition, Reflective Practice and CEFR Principles in The Methodological Preparation of Future English Teachers
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