The Effectiveness Of The Formation Of Reflective And Research Competencies Of Future Teachers-Psychologists In The Context Of Inclusive Education In Kazakhstan.

Abstract

This study aims to examine the effectiveness of a structured intervention in developing reflective and research competencies among future teacher-psychologists in inclusive education contexts. An explanatory sequential mixed-methods design was employed, involving 120 pre-service teacher-psychologists from three pedagogical universities in Kazakhstan. Quantitative data were collected using the Reflective Competence Questionnaire (RCQ) and the Research Competence Diagnostic Tool (RCDT), while qualitative data were obtained through reflective journals, semi-structured interviews, and mentor observations. The results revealed statistically significant improvements in both competencies following the intervention. Reflective competence scores increased from M = 3.12 (SD = 0.41) to M = 3.76 (SD = 0.38), t(119) = 11.23, p < .001, with a moderate-to-large effect size (d = 0.72). Research competence scores improved from M = 10.4 (SD = 2.8) to M = 14.9 (SD = 2.5), t(119) = 13.76, p < .001, indicating a strong effect (d = 0.85). Qualitative findings supported these results, highlighting enhanced self-awareness, pedagogical adaptability, ethical reflection, and research engagement among participants. The study contributes to teacher education by providing empirical evidence for the effectiveness of integrating reflective practices and research-based learning within pre-service training. It proposes a practical framework for preparing reflective and research-oriented teacher-psychologists capable of addressing the diverse needs of learners in inclusive classrooms.