DIDACTIC FEATURES OF DEVELOPING REFLECTIVE SKILLS IN THE PROCESS OF IMPROVING THE PEDAGOGICAL SKILLS OF FUTURE TEACHERS

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 102 DIDACTIC FEATURES OF DEVELOPING REFLECTIVE SKILLS IN THE PROCESS OF IMPROVING THE PEDAGOGICAL SKILLS OF FUTURE TEACHERS M.B. Khurramova Teacher at Termez University of Economics and Service https://doi.org/10.5281/zenodo.17451888 Abstract. This article examines the didactic features of developing reflective skills in the process of improving the pedagogical skills of future teachers, methods of forming pedagogical reflective skills in the process of activity, conditions, content, essence, necessity of mastering reflective skills, the need for continuous research, study of experience, analysis and development of conclusions, professionalism, the ability to obtain systemic knowledge, exercises, the content of formation is revealed through repetitions, formulation of conclusions, findings obtained on the basis of the results, obtaining philosophical, pedagogical, psychological and methodological knowledge, obtaining and improving extensive and deep knowledge on the subject of education. Keywords: pedagogical skill, reflection, career guidance, professional reflection, professional activity, research, thinking, pedagogical training. Introduction According to scientists, professional knowledge reflects a combination of scientific, methodological and psychological knowledge; The nature of the professional knowledge of a skilled future teacher is determined by its “personal meaningfulness” [1], and teacher training based on the development of reflective skills is manifested in the “humanization, revitalization of knowledge, which are not simply transmitted from the book to the audience, but are expressed in the form of his own view of the world” [2]. An analysis of pedagogical literature has highlighted the need for professional pedagogical training to develop theoretical knowledge in future teachers. However, theoretical knowledge only becomes a tool for future teaching when reflective skills are developed. Goal-directed activity is considered an integral feature of reflective skill and enhances its effectiveness. Activity without a goal will not have secondary implementation because it will be specific to a particular situation, but it will not be sustainable and will not be supported by effective actions [3]. "Reflection" - [lot. Reflexio - going back. A theoretical human activity aimed at understanding and cultivating one's own actions and their foundations; a separate form of knowledge [4]. The Dictionary of Pedagogical Terms, published under the direction of Academician R.Kh. Dzhuraev, provides the following definitions of pedagogical reflection: Reflex 1) thinking, self-control; 2) theoretical form of human activity aimed at his individual actions and his thinking; 3) thinking about his own mental state, fantasizing, reasoning, analyzing it [5]. A reflective skill is a form of theoretical activity of a comprehensively developed person, aimed at understanding his behavior and its patterns; it is an activity aimed at self-knowledge and self-awareness, revealing unique hidden ideas about the spiritual world of a person [6]. Sh. Kurbanov, E. Seytkhalilov, M. Kuronov, R. Akhliddinov and I. Medzhidov believe that reflection is an important way of effective thinking, a special organization of the processes of understanding SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 103 a phenomenon in the context of a broad system (includes the assessment of situations and actions, the search for methods and operations for solving situations), Self-analysis of the individual and other people involved in problem solving. This is the process of actively examining one's own situation and actions. Thus, reflection (reversal) can be both internal (as an individual's delays and self-accounting), and externally (as collective thought activity and joint search for solutions) [7]. In many pedagogical studies, reflective thinking, self-observation, logical expression of one's own experience with the aim of a new understanding, evaluation and justification of one's own beliefs and value relationships, "the ability to draw conclusions, generalize, draw analogies, compare, evaluate; the ability to refer to the justifications of one's actions, identify the inadequacy of previously used tools and methods in the context of performing a new task, as well as go beyond the scope of existing knowledge and skills that do not allow for successful progress in the search for new knowledge. Reflection is not carried out as a means of coercion, but by its very nature is considered independent and contributes to the acquisition of the character of free activity. Reflection creates the need to understand oneself and to recognize what is happening within oneself [8]. The concept of reflection has recently been increasingly used in professional pedagogical discussions. Its scope of application is much broader, encompassing such concepts as self-awareness, self-assessment, self-analysis, self-knowledge, reasoning, reflection on one's actions, etc. [8] Reflection describes a person's self-perception, their understanding of the foundations of their actions and deeds. Reflective mastery is a principle of human thinking that guides them toward understanding their individual forms and states, and self-analysis of the analyzed subject, its content and methods of cognition, self-knowledge, revealing the uniqueness and internal structure of the spiritual world of man [8]. L.E. Pleskach defines reflection as follows: "Reflection is self-analysis, not self-analysis, self-determination to achieve a goal, but a way to gain knowledge, gain experience, and stimulate creativity for professional improvement." The types of reflection developed by I.N. Semenov are as follows: A.A. Khalikov notes that in the process of forming and developing a pedagogical reflex, certain conditions must be met. First of all[9]: Knowledge of reflection, use of elements of actualization, attitude to external factors; Have personal reflective experience in the educational process (academic subjects, research activities, teaching practice); Future teachers must continually develop the need to regularly reflect on themselves, understand their identity and grow, as well as the need to understand themselves and others. Monitor the integration of educational methods into the educational process. Figure 1.1. Conditions for the formation and development of the pedagogical reflex At the same time, it should be noted that if a future teacher knows what he does not know, then the knowledge will control his thinking and activity (Yu.N. Kulyutkin), which is due to the need for the teacher to analyze his professional activity, correctly evaluate it and determine ways to improve it in accordance with your capabilities and professional needs [10]. This sense of great responsibility requires the development of various processes of pedagogical training of future teachers in accordance with the requirements of the present time. In recent years, educational researchers and psychologists have emphasized the importance of developing thinking and analytical skills in the teaching of future teachers. These skills are based on reflective teacher skills. We are investigating the problem of developing pedagogical training SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 104 based on a system-active approach developed by the scientifically developed works of T.I. Shamova[11] and other scientists. Some literature emphasizes the role of a reflective position in the pedagogical training of future teachers. Based on the analysis of the concepts of “reflection” and “position”, the concept of “reflexive position” of the future teacher was clarified as follows: a reflexive position is a conscious system of expressing the personal point of view of the future teacher on himself, teaching profession, subjects of pedagogical relations, subject of pedagogical relations, based on his reflective experience and enrichment. The structure of the reflective position of the future teacher includes motivational-value, cognitive and functional structural foundations. By fulfilling a stimulating and substantive function, the motivational component reflects the focus on personal, communicative, intellectual and pedagogical reflection, uniting value directions, motivations, interests, needs and the system of relationships of the future teacher, regulating his behavior in educational and professional activities and pedagogical relationships. The level of formation of the value component that performs a guiding function includes: examples of tolerant behavior in a professionally oriented educational situation based on the ability to understand others, flexibility of verbal and non-verbal tools, the ability to avoid making harsh judgments; willingness to penetrate into the inner world of children, to understand their evenings, thoughts and emotions; sufficient understanding of the specifics of the subject being taught. The active component, which performs a practical function, includes: the conscious use of personal professional qualities, skills, needs and capabilities of the future teacher for the implementation of professionally oriented educational activities; conscious choice of methods for independent organization of professionally oriented educational activities in relation to future professional activities; psychologically adequate interpersonal and pedagogical relationships of the future teacher with children; To ensure a complete, conscious and sufficient connection between pedagogical science and other academic disciplines, taking into account its specificity. Currently, in modern pedagogical research, many scientists rely on the classification of reflexes proposed by I. N. Semenov [12]. He comments, proposing the following types of reflection: (see Figure 3) Intellectual reflection: Identifies positive solutions to problems based on reasoning. Personal reflection: Without the teacher's contradictions in pedagogical contradictions. Ensures the elimination of abstinence based on intellectual exploration. Communicative reflection: Ensures understanding and reaction of partners to each other in the process of communication. Cooperative reflection: is an activity related to the coordination of joint regular work activities of team members; Reflective skill is self-awareness in the process of professional activity, pedagogical reflection in teacher training is self-awareness in pedagogical professional effectiveness. In the process of improving the pedagogical skills of future teachers, in the development of reflective skills one can consider both the necessary structural perception of pedagogical training, which allows the teacher to develop an analytical approach to his professional activity, to find optimal ways and constructive means of purposeful change in pedagogical activity to achieve pedagogical training. Types of reflective skills are studied in the works of I.N. Semenov. The development of reflective skills in the process of improving the pedagogical skills of future teachers has been studied, and many scientists believe that these methods will be more evident in SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 105 the pedagogical training and communication with students of the future teacher based on the preference of his communicative and cooperative types (V.A. Krivosheev et al.). However, in our opinion, due to the diversity of the specifics of pedagogical training, it is impossible to study and analyze each type of reflection separately, since they are literally interconnected with each other. According to N.V. 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