The following article investigates the critical role of reflective practice in contemporary English Language Teacher Education, examining global trends and specific challenges within the context of Uzbekistan's ongoing educational reforms. As a global shift from a technical-rationality model to a reflective-practitioner paradigm is evident, the implementation of comprehensively, critical reflection often remains hindered by universal issues of superficiality, time constraints, and assessment dilemmas. In Uzbekistan, these are compounded by specific socio-cultural factors, notably high power distance, and infrastructural limitations. However, a policy window created by national strategies like "Uzbekistan 2030" presents a unique opportunity. This paper requests a hybrid, scaffolded model for integrating reflective practice into Uzbek ELTE, moving from descriptive to dialogic and finally critical reflection. The model is supported by practical recommendations for capacity building, cultural adaptation of tools, and assessment reform, aiming to contribute to the development of autonomous, adaptive, and critically-minded future English teachers in Uzbekistan.

reflective practice, teacher education, English language teaching, high power distance, educational reform, innovative technologies, linguodidactics.

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