COMMUNICATIVE REFLECTION IN PEDAGOGICAL PRACTICE AS A TOOL FOR THE FORMATION OF PROFESSIONAL SKILLS OF PHILOLOGISTS

Abstract. The article examines the importance of communicative reflection in pedagogical practice as a tool for the formation of professional skills of future teachers of philology. The article analyses the essence of communicative reflection, its impact on the development of pedagogical skills, critical thinking and communication skills of students. It is noted that the ability to reflect contributes not only to self-knowledge and professional growth, but also to the formation of effective strategies for interaction with the audience. The article discusses the key aspects of developing reflective thinking in philology students undergoing pedagogical practice. It is proved that the use of reflective methods in teaching allows future teachers to analyse their own pedagogical strategies, adapt them to the individual needs of students and improve the teaching process. The main functions of communicative reflection are highlighted, including the analysis of one’s own speech behaviour, adjustment of communication strategies, development of communication culture, and improvement of the effectiveness of interaction with students. Special attention is paid to the methods of developing communicative reflection in the process of teacher training. Approaches such as keeping reflective diaries, using the feedback method, analysing video recordings of classes and group discussions are considered. It is substantiated that systematic reflection of pedagogical activity allows students not only to objectively assess their successes and shortcomings, but also to introduce new approaches to teaching, improving the quality of the educational process. Given the current challenges of education, the article emphasises the importance of introducing a reflective approach to the professional training of philologists. It is emphasised that the development of communicative reflection should be an integral part of the training of future teachers, as it contributes to the formation of their professional identity, improvement of pedagogical skills and ensuring effective interaction in the educational environment. Prospects for further research in this area include the development of interactive methods for the development of communicative reflection, the study of its impact on the quality of pedagogical activity, and the analysis of the possibilities of using digital technologies in the process of developing reflective skills.