Exploring the impact of a conceptual model on students’ reflective skills development: a case study of Kazakhstan
Abstract
The growing interest in reflection and the development of reflective skills (RS) among future teachers is linked to a shift in Kazakhstan’s educational paradigm. Reflective thinking is recognized as an effective means of analyzing everyday practice, introducing students to key aspects of their profession, and encouraging lifelong learning. However, a paradox exists in the professional training system: although students’ RS are considered professionally essential, insufficient attention is given to their systematic development. This study aimed to examine the impact of a conceptual model (CM) on fostering students’ RS. A quasi-experimental design was employed with 120 participants. The experimental group (EG) demonstrated significantly higher levels of RS compared to the control group (CG) (p
Fields of Study & Subjects
Reflective Practices in Education
Teacher Education and Leadership Studies
Educational Leadership and Innovation
Publication details
- Journal / source
- International Journal of Evaluation and Research in Education (IJERE)
- Publisher
- Institute of Advanced Engineering and Science
- Volume
- 15
- Issue
- 2
- Pages
- 1365–1365
- Publication date
- 1 April 2026