doi: 10.18503/2658-3186-2026-10-2-27-32
Abstract. The article addresses the problem of developing a reflective position in students – future foreign language teachers studying in a distance format. The relevance of the study is driven by the shift of teacher education towards learner-centered models and the active digitalization of the educational process. The aim of the research is to substantiate a set of pedagogical conditions that contribute to the formation of a reflective position in linguistics students in an online environment. The methodology is based on systemic and activity-based approaches, employing methods of theoretical analysis and pedagogical design. As a result, four interrelated conditions are identified: building a reflexively rich digital ecosystem, creating a system of reflective tasks of varying levels of difficulty, changing the role of the teacher (from a transmitter to a navigator), and organizing a community of practice. The scientific novelty lies in the comprehensive description of these conditions, taking into account the specifics of language education and the distance learning format. The practical significance allows the proposed conditions to be applied in the development of online courses for language majors.
Keywords: reflective position, future foreign language teachers, distance learning, digital educational environment, professional self-determination, reflective tasks
Information about the author
Melekhova Yu. B., Candidate of Pedagogical Sciences, Associate Professor at the Department of Linguistics and Translation, Nosov Magnitogorsk State Technical University.
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For citation: Melekhova Yu. B. The conditions of forminging a reflective position of future language teachers within a digital learning landscape, Gumanitarno-pedagogicheskie issledovaniya = Humanitarian and pedagogical Research, 2026, vol. 10, no. 2, pp. 27–32, doi: 10.18503/2658-3186-2026-10-2-27-32.