Development of reflection of future biology teachers in the educational process

Abstract

Relevance. The relevance of this study is underscored by the pivotal role of teachers in fostering educational innovation and amalgamating diverse pedagogical traditions. Purpose. The purpose of this study is to explore the development of reflective abilities in future biology teachers during their university training in Kazakhstan. Methodology. The main research methodology employed in this study involved the use of surveys administered via Google Forms. Participants included 18 secondary school biology teachers and 63 third-year biology students in Kazakhstan. For teachers, open-ended questions were utilized to gauge their perspectives on the role of reflection in teaching, while students responded to statements via a structured questionnaire. Results. The results of the survey revealed insufficient levels of reflective activity among both biology teachers and students. These findings underscore the need for targeted interventions aimed at bolstering reflective practices within teacher training programs. Subsequent analysis oriented towards enhancing methodological training through various strategies, including optimizing the educational environment, incorporating innovative teaching methodologies, and fostering inclusive dialogues on pedagogical challenges. Conclusions. In conclusion, the study delineates a strategic roadmap for enhancing reflective teaching practices among future biology educators. By cultivating introspective skills and fostering inclusive dialogue, educators can optimize professional responses, mitigate pedagogical crises, and bolster the efficacy of instructional decision-making.