DEVELOPING CRITICAL THINKING COMPETENCE IN PROSPECTIVE ENGLISH LANGUAGE TEACHERS THROUGH DIALOGIC PEDAGOGY AND REFLECTIVE PRACTICE

Abstract

The development of critical thinking competence has become an essential priority in contemporary English language teacher education. Prospective English language teachers are expected not only to possess linguistic and methodological knowledge but also to evaluate information critically, formulate evidence-based arguments, question assumptions, and make pedagogically justified decisions. This article examines the potential of dialogic pedagogy, problem-posing education, and reflective practice for developing critical thinking competence in prospective English language teachers. Drawing on the theoretical contributions of John Dewey, Paulo Freire, Stephen Brookfield, and Peter Facione, the study explores the relationship between critical thinking, communicative competence, learner autonomy, and professional reflection. Particular attention is paid to the adaptation of international pedagogical approaches to the context of higher education in Uzbekistan. A methodological framework is proposed that integrates problem-based tasks, evidence-oriented discussions, critical reading, microteaching, and reflective portfolios. The article argues that critical thinking should be developed as an integral component of professional teacher preparation rather than as an isolated cognitive skill. The proposed framework may support the preparation of reflective, analytically competent, and pedagogically responsible English language teachers.