METHODOLOGY FOR FORMING REFLECTIVE COMMUNICATIVE SKILLS IN FUTURE TEACHERS THROUGH ELECTRONIC EDUCATIONAL RESOURCES

Abstract

Reflective communicative skills represent an essential component of professional teacher competence, ensuring pedagogical self-regulation, interaction effectiveness, and continuous professional improvement. In the context of digital transformation, electronic educational resources provide methodological opportunities for organizing reflective communication training through interactive tasks, video analysis, peer feedback, and digital diagnostics. This article proposes a structured methodology for forming reflective communicative skills in future teachers based on electronic educational resources. The study defines the conceptual structure of reflective communication, identifies didactic mechanisms of reflection-based digital learning, and develops a methodological model consisting of motivational, cognitive, practical, analytical, and diagnostic-corrective stages. In addition, criteria and indicators for assessing reflective communicative skills are systematized, and competence levels are described. The proposed methodology ensures systematic integration of electronic educational resources into competence-based teacher training and can be applied as a methodological framework for experimental research and curriculum development.