DEVELOPMENT OF PROFESSIONAL REFLECTION IN STUDENTS MAJORING IN SPECIAL PEDAGOGY: INTERNATIONAL EXPERIENCE

Abstract

The article examines the development of professional reflection skills among students majoring in special pedagogy through on international experience. The study aims to analyze advanced foreign practices and view professional reflection as a key mechanism for the personal and professional growth of future special education teachers, offering expert recommendations adapted to Kazakhstan’s educational system. A comparative analysis of pedagogical practices by DeBettencourt L.U., Nagro S.A., Georgiadi M., Papazafiri M., Heydari S., Beigzadeh A., Protassova E., Mikelsone I., Latsone L., Tigelaar D., Sins P., and van Driel J. identified effective methods and mechanisms supporting reflection development. The study also highlighted the importance of applying reflective practices among Kazakhstani special education professionals. The study is based on qualitative methods enabling to determine the current state of reflective culture in Kazakhstan’s educational institutions (universities, special schools, and inclusive education organizations), as well as to identify the limitations of the methods used alongside their effectiveness. As a result, several effective tools for developing reflection were proposed, including structured feedback, mentoring and supervisory support, the use of reflective journals and portfolios, and the integration of digital platforms. The article also provides a detailed discussion of the relevance and practical significance of developing professional reflection among students majoring in special pedagogy. Reflection requires the ability to analyze one’s activities and to strive for continuous growth. Mastery of this competence equips students to become professionally, psychologically, ethically, and communicatively prepared specialists capable of working effectively with children with special educational needs and their families. The research findings confirm that professional reflection has a positive impact on future specialists’ self-awareness, the formation of their professional skills, and the development of a sense of ethical responsibility. These qualities are particularly essential for professionals working in the field of special education.