REFLECTIVE ABILITY AS AN ESSENTIAL COMPONENT OF PEDAGOGICAL ACTIVITY

This article examines the role of reflective ability in the professional training of prospective teachers from a theoretical-analytical perspective. It distinguishes among reflection, pedagogical reflection, and reflective competence as conceptually related but functionally distinct constructs. Through a comparative analysis of recurring features in the scholarly literature, the authors propose a working framework of reflective ability comprising six interrelated components: cognitive, evaluative, personal-meaning, regulatory, communicative, and prognostic. The article further considers the use of reflective journals, video-based lesson analysis, case-based tasks, peer observation, portfolios, and action research within a cyclical sequence of evidence collection, analysis, alternative action, testing, and reassessment. The proposed framework is presented as a theoretical model that requires further empirical validation.

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