REFLECTIVE TEACHING PRACTICES: HOW UZBEK EFL TEACHERS EVALUATE AND IMPROVE THEIR OWN METHODOLOGY

Abstract

Reflective teaching has emerged as a vital component of teacher professionalism and pedagogical development. This paper examines how Uzbek EFL (English as a Foreign Language) teachers apply reflective practices to evaluate and enhance their instructional methods. Using qualitative data from teacher interviews, classroom observations, and reflective journals, the study explores teachers’ perceptions of reflection, the tools they use, and the challenges they face in applying reflective strategies. The findings reveal that reflective practice not only improves classroom management and learner engagement but also fosters professional autonomy and lifelong learning. The study concludes by emphasizing the need for institutional support and structured reflective training within Uzbekistan’s teacher education programs.