The importance of the development of competence in the field of reflective thinking and self-reflection is increasing due to the constant complication and accumulation of knowledge. Increased requirements for teacher training require educators to improve their own reflective thinking and learning abilities and the skills to develop them in students. The study pays attention to the analysis of reflective thinking in connection with an increase in the professional pedagogical level, urgent needs of pedagogy and the effectiveness of influence of reflective dialogue method on the teacher development. The reflective dialogue method helps to create a collaborative learning space of high efficiency. The study describes a module of a basic teacher training discipline, which is based on reflective dialogue and a practical study of its effectiveness. The study involved 256 four- and five-year pedagogical students of two Kazakh universities. During one semester, they were trained based on the methodology described in the study; pre-tests and post-tests of students' academic achievements were carried out and the Measure the Level of Reflective Thinking test was performed; the hypothesis of the study that there were no significant differences before and after the unit introduction was tested based on Spearman's t-test and Pearson's correlation coefficient and rejected in accordance with the results obtained. The practical application of the research results lies in the dissemination of the described program or similar training programs based on reflective dialogue in teacher training.

由于知识的不断复杂化和积累，在反思性思维和自我反思领域发展能力的重要性正在增加。对教师培训的要求越来越高，要求教育工作者提高自己的反思性思维和学习能力，以及培养学生这些能力的技能。本研究注重对反思性思维的分析与专业教学水平的提高、教学法的迫切需求以及反思性对话方法对教师发展影响的有效性。反思性对话方式有助于创造一个高效的协作学习空间。该研究描述了基础教师培训学科的一个模块，该模块基于反思性对话和对其有效性的实际研究。该研究涉及两所哈萨克斯坦大学的 ​​256 名四年制和五年制教学学生。在一个学期中，他们根据研究中描述的方法接受了培训；对学生的学业成绩进行了前测和后测，并进行了反思性思维水平测试；基于Spearman's t-test和Pearson's相关系数检验本研究假设引入单元前后无显着差异，并根据所得结果拒绝。研究结果的实际应用在于基于教师培训中的反思对话传播所描述的计划或类似的培训计划。在一个学期中，他们根据研究中描述的方法接受了培训；对学生的学业成绩进行了前测和后测，并进行了反思性思维水平测试；基于Spearman's t-test和Pearson's相关系数检验本研究假设引入单元前后无显着差异，并根据所得结果拒绝。研究结果的实际应用在于基于教师培训中的反思对话传播所描述的计划或类似的培训计划。在一个学期中，他们根据研究中描述的方法接受了培训；对学生的学业成绩进行了前测和后测，并进行了反思性思维水平测试；基于Spearman's t-test和Pearson's相关系数检验本研究假设引入单位前后无显着差异，并根据所得结果拒绝。研究结果的实际应用在于基于教师培训中的反思对话传播所描述的计划或类似的培训计划。取得了学术成果，并进行了反思性思维水平测试；基于Spearman's t-test和Pearson's相关系数检验本研究假设引入单元前后无显着差异，并根据所得结果拒绝。研究结果的实际应用在于基于教师培训中的反思对话传播所描述的计划或类似的培训计划。取得了学术成果，并进行了反思性思维水平测试；基于Spearman's t-test和Pearson's相关系数检验本研究假设引入单元前后无显着差异，并根据所得结果拒绝。研究结果的实际应用在于基于教师培训中的反思对话传播所描述的计划或类似的培训计划。