INTEGRATED USE OF CASE STUDY METHODS AND REFLECTIVE PRACTICES IN DEVELOPING PROFESSIONAL COMPETENCIES OF FUTURE CHEMISTRY TEACHERS IN AN INCLUSIVE EDUCATION ENVIRONMENT
DOI:
https://doi.org/10.59787/2413-5488-2026-54-2-59-67Keywords:
case method, reflective practice, inclusive education, professional competencies, chemistry teacher, pedagogical experimentAbstract
The article examines the impact of the integrated use of the case method and reflective practices on the development of professional competencies of future chemistry teachers in the context of inclusive education. The theoretical section substantiates the need to develop teachers’ knowledge, skills, and value orientations that enable effective teaching of diverse groups of students, and proposes an approach that combines analysis of practical cases with systematic reflection. In a pedagogical experiment, students of a teacher training university were divided into an experimental group (with the use of cases and reflective tasks) and a control group (traditional instruction). The experiment lasted one semester. By the end of the course, the experimental group showed a statistically significant improvement in indicators of readiness for inclusive teaching compared to the control group (p < 0.001). A thematic analysis of students’ reflective journals was also conducted, revealing positive dynamics in their awareness of learners’ individual needs, professional self-improvement, and confidence in working with children with special needs. In the discussion section, the results are compared with contemporary research; conclusions are drawn about the high effectiveness of the combined use of case method and reflection in preparing teachers for inclusive practice, and the limitations of the study are considered. Finally, practical recommendations for teacher education programs and directions for further research are provided.
References
Deniz S., İlik Ş. S.(2021).The professional competence of teachers in inclusive practice and their advice for prospective teachers.Asian Journal of Contemporary Education, 5(2), 57–74.
Georgiadi M., Papazafiri M. (2025). Preparing future special education teachers: Emphasis on reflection as an inclusive practice.Trends in Higher Education, 4 (1), 8.
Hoffer E. R.(2020).Case-based teaching: Using storiesfor engagement and inclusion.International Journal on Social and Education Sciences, 2 (2),75–80.
Saloviita T.(2020). Attitudes of teachers towards inclusive education in Finland . Scandinavian Journal of Educational Research, 64 (2), 270–282.
Larios R. J., Zetlin A.(2023). Challenges to preparing teachers to instruct all students in inclusive classrooms. Teaching and Teacher Education, 121.–Article 103945.
Sancar R., Atal D., Deryakulu D. (2021). A new framework for teachers’ professional development .Teaching and Teacher Education,101. –Article 103305.
Byrd D. R., Alexander M. (2020). Investigating special education teachers’ knowledge and skills: Preparing general teacher preparationfor professional development. Journal of Pedagogical Research, 4,72–82.
Kelly J., Barrio B.(2021).Disability at the intersections: Expanding critical disability reflective practices .Journal of Special Education Preparation, 1, 6–15.Machost H., Stains M. (2023) Reflective practices in education: A primer for practitioners.CBE—Life Sciences Education, 22. –Article es2.Kaya G., Öz S.(2021) Investigationof the effect of teacher training programs on reflective thinking: ALACT Model .International Journal of Progressive Education, 17, 275–291.Meadows B., Taylor M., Rayment T., Johnson J., Mahon M.(2020).Video reflection: An emerging tool for training client-centred communication skills in staff supporting adults with learning disabilities in an education setting .British Journal of Learning Disabilities, 48,132–141.Baxter L. P., Southall A. E., Gardner F.(2021). Trialling critical reflection in education: The benefits for school leaders and teachers .Reflective Practice, 22,501–514.Szocik K., Gerry M. A., Nagro S. A.(2021).The impact of reflective practice on teacher candidates’ attitudes towards individuals with disabilities and professional identity . Reflective Practice, 22,739–752
Published
Issue
Section
License
Copyright (c) 2026 Scientific and analytical journal "Higher school of Kazakhstan"
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
