Methods Of Organising Reflective Teaching On The Basis Of Artificial Intelligence Technologies
Keywords:
Reflective teaching, artificial intelligence, generative language modelsAbstract
The article examines the methods by which artificial intelligence technologies, and generative language models in particular, may be integrated into the organisation of reflective teaching in pedagogical higher education. The author proceeds from the thesis that the prevailing interpretation of artificial intelligence as an instrument for the automated production of answers and content contains a hidden threat to the very cognitive work through which learning occurs, since a tool that relieves the learner of intellectual effort may equally relieve him of reflection. At the same time, these technologies possess considerable potential for supporting reflection when they are positioned not as a source of ready-made solutions but as an interlocutor that elicits, structures and challenges the learner’s own reasoning. Relying upon theoretical analysis, the comparative method and pedagogical modelling, the study correlates D. Schön’s theory of the reflective practitioner, D. Kolb’s experiential learning cycle, the model of reflection of D. Boud, R. Keogh and D. Walker, J. Flavell’s theory of metacognition and the feedback model of J. Hattie and H. Timperley with the functional capabilities of contemporary AI tools. On this basis the principle of reflective primacy is formulated, a typology of AI-supported reflective methods is proposed, and the stages of a reflective learning cycle are defined.
References
Boud D., Keogh R., Walker D. Promoting Reflection in Learning: A Model // Reflection: Turning Experience into Learning / ed. by D. Boud, R. Keogh, D. Walker. – London: Kogan Page, 1985. – P. 18–40.
ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education / E. Kasneci, K. Sessler, S. Küchemann [et al.] // Learning and Individual Differences. – 2023. – Vol. 103. – Art. 102274.
Ergashbaev S. O‘zbekiston sharoitida uzluksiz ta’lim tizimi orqali yoshlarning ma’naviy dunyoqarashini rivojlantirish // Объединяя студентов: международные исследования и сотрудничество между дисциплинами. – 2025. – Т. 1, № 1. – С. 314–316.
Ergashbayev S. Uzluksiz ta’lim tashkil etish orqali yoshlarning ma’naviy-falsafiy dunyoqarashini yuksaltirish // Bulletin of Contemporary Researches: Multidisciplinary. – 2025. – Vol. 1, № 1. – P. 10–13.
Flavell J.H. Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry // American Psychologist. – 1979. – Vol. 34, № 10. – P. 906–911.
Hattie J., Timperley H. The Power of Feedback // Review of Educational Research. – 2007. – Vol. 77, № 1. – P. 81–112.
Kolb D.A. Experiential Learning: Experience as the Source of Learning and Development. – Englewood Cliffs: Prentice-Hall, 1984. – 256 p.
Mirzaolimjon o‘g‘li M.M., Shohbozbek E. Yangi O‘zbekistonning ta’lim siyosati va universitetlarning yangi modellari // Pedagogik islohotlar va ularning yechimlari. – 2025. – Vol. 16, № 01. – B. 325–328.
Schön D.A. The Reflective Practitioner: How Professionals Think in Action. – New York: Basic Books, 1983. – 374 p.
Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators? / O. Zawacki-Richter, V.I. Marín, M. Bond, F. Gouverneur // International Journal of Educational Technology in Higher Education. – 2019. – Vol. 16. – Art. 39. – P. 1–27.
