REFLECTIVE PRACTICE AS A CATALYST FOR PROFESSIONAL GROWTH: ENHANCING LANGUAGE TEACHERS’ PEDAGOGICAL COMPETENCE IN HIGHER EDUCATION
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This study explores reflective practice as a strategic mechanism for fostering professional growth and strengthening pedagogical competence among language teachers in higher education. In the context of rapidly changing educational paradigms, digital transformation, and increasing demands for learner-centered instruction, language educators are expected not only to transmit knowledge but also to critically evaluate and continuously improve their teaching practices. Reflective practice serves as a systematic and conscious process through which teachers analyze their instructional decisions, classroom interactions, and professional beliefs in order to enhance effectiveness and adaptability. The research adopts a mixed-method approach, combining qualitative data from reflective journals and semi-structured interviews with quantitative findings derived from a teacher self-assessment survey. The study investigates how structured reflection influences key components of pedagogical competence, including instructional planning, classroom management, assessment literacy, and professional self-awareness. The findings indicate that teachers who regularly engage in guided reflective activities demonstrate greater instructional flexibility, improved problem-solving skills, and increased confidence in pedagogical decision-making.
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