Exploring the Development of Reflective Culture in Teachers and Future Teachers
Ibragimova K. Tazhitova G. Kussainova R. Kurmanayeva D. Ilyassova L. Mukhtarkhanova A.
September 2025Lulu Press Inc
International Journal of Society, Culture and Language
2025#13Issue 2377 - 392 pp.
This paper focused on the issue of developing reflective culture in future teachers during their professional pedagogical training. The aim was to explore the level of reflectivity development among future teachers and provide recommendations for further enhancement. A semi-structured interview and a survey method were employed to collect the data. The results indicated that current teachers understand the necessity of developing reflexive culture, whereas future teachers do not fully grasp the importance of reflexivity. The study highlighted the importance of creating specialized methods and programs to foster a reflective culture among future teachers, enabling their successful transition into professional roles and ongoing development. The authors propose that actionable solutions, such as integrating reflection journals, mentorship programs, simulation exercises, targeted workshops, and structured feedback mechanisms, can foster reflective practices effectively. The development of a reflexive culture not only improves the quality of professional training but also contributes to the formation of an educational environment oriented toward innovation, collaboration, and continuous self-development.
Critical thinking , Current teachers , Future teachers , Reflective culture , Self-reflection
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L.N. Gumilyov Eurasian National University, Kazakhstan
Astana International University, Kazakhstan
L.N. Gumilyov Eurasian National University
Astana International University
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