A METHODOLOGY FOR DEVELOPING CRITICAL THINKING IN PRE-SERVICE TEACHERS THROUGH MICROTEACHING, PEER FEEDBACK, AND REFLECTIVE JOURNALING

Abstract

This article presents a methodology for developing critical thinking in pre-service teachers through the integration of microteaching, peer feedback, and reflective journaling. Drawing on selected studies in teacher education, the methodology connects instructional practice with evidence-based analysis, collaborative dialogue, and individual reflection. Its instructional cycle comprises lesson planning, microteaching, structured peer observation, feedback discussion, reflective writing, and lesson revision. Peer feedback focuses on observable teaching events, the justification of interpretations, and actionable recommendations. Reflective journaling guides students in examining assumptions, evaluating alternative explanations, and explaining changes to their instructional decisions. Assessment criteria address problem identification, evidence evaluation, consideration of alternatives, and reasoned judgment. The article explains how these components can be organised within seminars and practical courses at pedagogical universities in Uzbekistan. Its contribution is a coordinated instructional framework that makes pre-service teachers’ reasoning visible and connects reflection with purposeful improvements in subsequent teaching.