STRUCTURAL AND FUNCTIONAL MODEL OF THE SYSTEM FOR THE FORMATION OF PEDAGOGICAL REFLECTION IN THE PROCESS OF FOREIGN LANGUAGE TRAINING OF FUTURE SOCIONOMIC SPECIALISTS

Abstract

The article examines the subject of pedagogical reflection in the context of foreign language training of future socionomic specialists, focusing on the development of a single structural and functional model. The research method is the proposed model that integrates pedagogical reflection into the process of learning a foreign language, allowing students to critically evaluate their progress in learning and professional growth. The research methodology provides the development and in-depth analysis of key structural components, including the learning environment, curriculum content, teacher-student interaction, and technology integration. Special attention is paid to the content of the curriculum, as it includes relevant socio-cultural themes and communicative scenarios that reflect real interactions, encouraging students to critically question and evaluate their learning experiences. The model is also supported by functional mechanisms such as continuous feedback loops and adaptive learning strategies that meet the individual needs of students.The study presents new findings, demonstrating the crucial role, changing pedagogical reflection in enhancing reflective competence, improving language proficiency, and increasing cultural awareness among future socionomic specialists. Students who engage in reflective practices develop stronger communication skills, become more adaptable to diverse social and cultural environments, and are better prepared for professional challenges. These results suggest that integrating reflective learning strategies into foreign language learning can significantly improve the overall educational experience. Subsequently, these results provide a basis for improving the foreign language teaching program by emphasizing reflective methods that develop with professional growth.The paper concludes by arguing that implementing this model can lead to more effective foreign language learning by promoting independence, critical thinking, and self-regulation among students. The paper also recommends further research into the wider application of this model in other areas of education, as well as the increased use of educational technology to support continuous feedback, personalized learning and reflective practices in the languages of instruction.