Abstract
Introduction Knowledge of the social values held by future teachers, and the capacity of higher education to shape these values constructively, is highly relevant in contemporary teacher education. Social values are understood here as a constellation of moral, civic, and professional qualities-including dignity, conscience, charity, kindness, honesty, civic responsibility, social engagement, love for children, and the capacity to work collaboratively-that teachers first internalize personally and subsequently transmit to their students. Methods This quasi-experimental study evaluated a practice-oriented intervention, “Formation of Social Values of Future Teachers,” implemented with second-year pre-service teachers in Kazakhstan. Pre- and post-intervention data were collected using an adaptation of B. S. Kruglov's “Value Orientations of the Personality” methodology (derived from M. Rokeach's Value Survey) in an experimental group ( n = 27) and a control group ( n = 28). Results Aggregate-level non-parametric analysis (Mann-Whitney U) showed a statistically significant increase in rated values within the experimental group following the intervention (terminal values: p = .0004; instrumental values: p < .001), while the control group showed no significant change over the same period ( p = .59 and p = .75, respectively). The two groups were not fully equivalent at baseline, and the post-intervention between-group comparison did not reach statistical significance at the aggregate level. Discussion These findings are interpreted cautiously as suggestive, rather than conclusive, evidence that structured, practice-oriented coursework can support the development of social values among future teachers. Implications, limitations, and directions for further research are discussed.