Аңдатпа
The paper addresses the problem of developing meta-subject competencies in future chemistry teachers within the context of contemporary teacher education reform. The study aims to clarify the structure of chemistry teachers’ meta-subject competencies, to design a model for their purposeful development during university-based professional training, and to empirically test the effectiveness of a set of pedagogical conditions. Meta-subject competencies are conceptualized as an integrated construct comprising four interrelated components: integrative subject-related, research-cognitive, communicative, and reflective-regulatory. The empirical study was conducted at the Kazakh National Pedagogical University and involved 28 second-year students enrolled in a “Chemistry Education” programme, divided into an experimental and a control group (14 students each). At the baseline stage, diagnostic tools based on specially developed criteria and indicators were used to assess initial levels of meta-subject competencies. The experimental group was then exposed to a complex of pedagogical conditions: strengthened interdisciplinary integration in course content, the systematic use of problem-based and inquiry-oriented learning, group work and academic discussion, as well as regular reflective practices supported by individual portfolios. Comparison of pre- and post-test results demonstrated a substantial increase in the proportion of students with a high level of meta-subject competencies in the experimental group (from 12% to 44%) and a decrease in the low level (from 36% to 8%), while changes in the control group were minor and statistically insignificant. The findings confirm the effectiveness of the proposed model and justify its integration into teacher education programmes for future chemistry and other science teachers.