This study examines the problem of forming the professional identity of future primary school teachers through the development of divergent, variable, and creative reflective skills. Particular attention is paid to the pedagogical content that promotes the understanding of professional experience and fosters readiness for flexible and creative decision making in educational practice.

A diagnostic (ascertaining) experiment was conducted involving 112 undergraduate students from Korkyt Ata Kyzylorda University and Bolashak University of Kyzylorda, enrolled in the educational program 6B01303 – Pedagogy and Methods of Primary Education. In the experimental group, the TIMS scales, the Student Teacher Professional Identity Scale, and a 60 item questionnaire were used to assess the initial level of professional identity and the degree of development of reflective skills.

The results of the pedagogical experiment showed that the development of divergent, variable, and creative reflective skills is closely associated with a higher level of professional identity. The findings demonstrate that the integration of reflective technologies into the educational process promotes the understanding of professional experience, enhances flexibility in actions, and contributes to the formation of a stable professional position.

The graduated assessment of professional identity makes it possible to determine the level of awareness of the professional role, the assimilation of the values of pedagogical activity, and the development of divergent, variable, and creative reflective skills among students.