PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS THAT PROMOTE THE DEVELOPMENT OF STUDENTS' PROFESSIONAL REFLECTION IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

Abstract

The higher education system of Kazakhstan is aimed at training specialists with high professional competence, capable of self-development and critical understanding of their own experience. In this context, the development of professional reflection in students – self-analysis, prediction of results and development of strategies for professional improvement – is a relevant link in improving the quality of specialist training. The objective of the study is to theoretically substantiate and empirically test a pedagogical model of psychological and pedagogical conditions conducive to the formation of professional reflection in students of the special pedagogical direction in Kazakhstani universities. The work analyzes domestic and international concepts; identifies the main psychological factors (academic and professional motivation, self-knowledge, reflective thinking); pedagogical conditions (reflective tasks – diary, essay, portfolio, case analysis; teacher support; a climate of collaboration) and organizational measures (systematic implementation of reflective practices in curricula) are identified. 2024–2025 The results of the pedagogical experiment conducted with the control and experimental groups during the period under review showed that the comprehensive implementation of these conditions significantly increased the level of professional reflection (Student's t-test), and the relationship between motivation and reflection was clearly positive (correlation analysis). The scientific novelty lies in the presentation of a holistic model that combines motivational, cognitive, and organizational-pedagogical components; the practical significance lies in the possibility of improving the quality of training special education specialists by introducing the model into the educational programs of universities in Kazakhstan. The model confirms the effectiveness of an integrated approach to developing professional reflection. The implementation lasted 14 weeks; the sample included 2nd-4th-year students (n=120), measurements were conducted in the pre/post survey format. Diagnostics used reflection cards, self-assessment scales, and portfolio rubrics; data processing was carried out in SPSS (exploratory/inferential analysis, Pearson r criterion, p<0.01). Limitations: single regional context, time horizon; Longitudinal validation is planned for the future. Qualitative feedback from participants confirmed the practical value of the model. Institutional mechanisms for its implementation were also described.