THE EXPERIENCES OF RECENTLY GRADUATE TEACHERS IN INCLUSIVE EDUCATION COURSE AT ONE KAZAKHSTANI UNIVERSITY

Abstract

The Experiences of Recently Graduate Teachers in Inclusive Education Course at one Kazakhstani University Inclusive education is widely recognized as a global priority in achieving equal access to quality learning opportunities. As Kazakhstan continues to enhance its inclusive education policies, the need for well-prepared teachers, the primary agents of policy implementation, becomes increasingly important. In this regard, university-level courses in pedagogy and inclusive education are essential in equipping future educators with the competencies needed to support students with diverse learning needs. However, in Kazakhstan, there is limited research on how such courses are experienced by graduates and how effectively they prepare teachers for inclusive classrooms. This lack of research limits our understanding of how these programs can best contribute to the success of inclusive education initiatives in Kazakhstan. This study explores the experiences of teachers who completed an inclusive education course at a prominent university in Kazakhstan. Employing a qualitative phenomenological approach grounded in Vygotsky’s theory of social constructivism, the research involved in- depth semi-structured interviews with nine teachers currently working in mainstream schools. Several important discoveries were made. First, participants’ conceptual understanding of inclusive education shifted from a narrow focus on disability to a broader recognition of learner diversity. Second, while the university course offered a solid theoretical base, teachers identified major shortcomings in practical training, coherence of course content, and accessibility in terms of language. Third, they encountered substantial barriers to applying inclusive practices in real classrooms, such as overcrowded classes, insufficient resources, and a lack of professional development. Despite these challenges, the participants demonstrated initiative by developing their own strategies and suggesting reforms in curriculum design, teacher training frameworks, policy development, and public awareness. The study emphasizes the need for more practical, coherent, and contextually relevant teacher preparation in inclusive education. Its findings contribute to evidence-based improvements in teacher education and offer valuable insights for shaping national education policy. Enhancing inclusive education at the university level has the potential to empower future teachers and promote greater educational equity throughout Kazakhstan.