REFLECTIVE COMPETENCE IN SURDOPEDAGOGUE TRAINING: A FRAMEWORK FOR ENHANCING PROFESSIONAL SELF-ANALYSIS AMONG PRE-SERVICE TEACHERS OF THE DEAF

Authors

  • Rakhimova Munira Ilkhamovna Lecturer at Kokand State University.

Keywords:

reflective practice, reflective competence, surdopedagogy, deaf education, teacher training, professional development, correctional pedagogy, pre-service teachers, Uzbekistan.

Abstract

This study investigates the development and validation of a multi-dimensional framework for enhancing reflective competence among pre-service surdopedagogues — specialist teachers working with deaf and hard-of-hearing children. Grounded in the theoretical traditions of Schön's reflective practice, Vygotsky's activity theory, and contemporary competence-based approaches to teacher education, the study proposes a four-dimensional model of professional reflection specifically contextualised for surdopedagogical practice: cognitive, communicative, personal, and anticipatory reflection.

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References

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Published

2026-04-15

How to Cite

Rakhimova Munira Ilkhamovna. (2026). REFLECTIVE COMPETENCE IN SURDOPEDAGOGUE TRAINING: A FRAMEWORK FOR ENHANCING PROFESSIONAL SELF-ANALYSIS AMONG PRE-SERVICE TEACHERS OF THE DEAF. Journal of Applied Science and Social Science, 16(4), 636–640. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4057

Issue

Vol. 16 No. 4 (2026): Journal of Applied Science and Social Science

Section

Articles

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