The study explores a reflective approach to improving the professional competence of pre-service English language teachers. It synthesizes theoretical and practical insights from global reflective models, including those by Kolb [3], Frolova [4], Farrel [5], and Stepanova [6], and adapts them to the Uzbek teacher education context. The research introduces a four-stage integrative model that combines experiential learning, reflective analysis, and continuous professional development (CPD). The proposed model emphasizes motivation, analytical reflection, creative transformation, and sustained professional growth, ensuring that teacher candidates develop critical thinking, metacognitive awareness, and reflective judgment essential for modern education.  

Reflective approach, pre-service teachers, experiential learning

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