Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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The Study of Effective Methods and Strategies for the Professional Development of Educators: Mentorship, Collaboration, and Self-Organization Skills
(2023-11-23)
Abay Duisenbayev
;
Zulfiya Shavaliyeva
;
Inkar Khassanova
;
Shynar Turebayeva
;
Salima Seitenova
It is essential for prospective teachers to be skilled in planning learning-teaching processes correctly and using teaching strategies and methods effectively. In this context, it is important for them to have the skills of using learning strategies, mentoring and self-regulation and to work collaboratively. The purpose of this study is to examine the relationships between mentoring, collaborative work and self-regulation skills of prospective teachers and their ability to use teaching strategies and methods. The study, which was designed with the correlational survey model, was conducted in 5 different universities in Kazakhstan in the academic year 2022-2023. The research sample consisted of 253 prospective teachers. According to the findings of the study, prospective teachers' mentoring, collaborative work, self-regulation skills, and use of teaching strategies and methods were found to be at a moderate level. According to another finding of the study, prospective teachers' mentoring, collaborative working and self-regulation skills and their ability to use instructional strategies and methods increased significantly as the grade level increased. Finally, according to the regression analysis, mentoring, collaborative work and self-regulation skills of prospective teachers significantly predicted their ability to use instructional strategies and methods.
Цитирования (OpenAlex) 4Цитирования (OpenCitations) 5
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SCHOOL-BASED ENGLISH TEACHER SUPPORT: NEEDS AND PROVISIONS
(2025-01-01)
Yelena Kandalina
;
Natalya Sergeyevna Zyryanova
;
Aleftina Golovchun
;
М. О. Кабышева
This study explores key elements of Continuous Professional Development (CPD) for English language teachers in Kazakhstan, focusing on the support they require and actually receive for ongoing professional growth. Data were collected from 560 teachers through a quantitative survey, examining their preferred CPD areas and formats, as well as their perceptions of current program effectiveness. The research identifies gaps between teachers’ professional development needs and the institutional support provided, offering evidence-based insights for strengthening CPD systems. Findings reveal that teachers prioritize technological integration (62.5%), student communication skills (59.3%), and motivational strategies (44.3%), yet existing CPD programs often do not align with these priorities. While most participants prefer face-to-face training (67.7%), online courses are more commonly available (50.7%). A significant gap is observed in mentorship, with 28.9% of teachers reporting no interaction with district methodologists, despite their critical role. Nevertheless, 90.3% of respondents noted positive outcomes from CPD when well-structured and relevant. This research contributes to the field by empirically linking teacher needs with institutional practices, highlighting the importance of context-responsive, practice-oriented CPD. Practical implications include recommendations for localized CPD policies, enhanced mentoring systems, and diverse training formats aimed at improving teaching quality and learner outcomes. The study underscores the need to bridge the gap between teacher aspirations and CPD provision for sustainable professional growth.
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The psychological impact of mentorship on early-career english teachers
(Turan University, 2026-02-07)
G. O. Berkinbayeva
;
G. T. Razymkhan
This article explores the psychological effects of mentoring on aspiring English teachers, focusing on its influence on professional well-being and commitment to the profession. Drawing on a review of contemporary theoretical and empirical research, it shows that effective mentoring programs significantly reduce burnout, enhance teaching confidence, and provide vital emotional support during the challenging early stages of a teaching career. The study examines different mentoring models and their psychological outcomes, such as stress reduction, professional identity formation, and increased resilience, while also addressing challenges specific to English language teaching. The findings reveal a strong relationship between high-quality mentoring and improved psychological well-being, lower attrition rates, and continuous professional development among novice educators. The article concludes with practical recommendations for educational institutions, highlighting the need for structured and context-sensitive mentoring programs that support both pedagogical skill development and the psychosocial needs of aspiring English teachers.
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COMPARING DUAL AND PRACTICE-ORIENTED LEARNING IN FUTURE TEACHER TRAINING
(2026-03-01)
Gulzada Kaldymuratova
;
G.U. Kunakova
;
A.R. Bakhtibayeva
This study examines the theoretical foundations and practical aspects of the formation of professional competence among future foreign language teachers in the framework of Kazakhstani higher education. Using a mixed methodological approach, a survey was conducted among seventy-three fourth-year students of the KazUIR&WL in order to evaluate their teaching practice experience, self-assessment skills and attitudes towards dual and practice-oriented learning. The questionnaire explored three areas: the scope and challenges of pedagogical practice, students’ understanding and perceptions of dual learning, and their self-assessment of professional competence. Quantitative data were analyzed for frequency and distribution, while open-ended responses underwent qualitative content analysis. The results indicate the importance of integrating theory with continuous practical training and emphasize the positive perception of dual education by students as a means of increasing their willingness to teach and self-confidence. Students generally rate their teaching positively, they consistently emphasize the need for longer, better-structured practical training and more direct integration of theory and practice. The findings underscore that neither model alone is sufficient. Effective teacher education in Kazakhstan should combine the structured workplace immersion of dual learning with the adaptability and breadth of practice-oriented methods, supported by systematic mentoring and curriculum refinement to prepare confident, highly competent foreign language teachers.
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PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL CULTURE OF FUTURE MUSIC TEACHERS
(2026-03-24)
Р.Ю. Балтиева
;
D.K. Zhanibek
The article examines the importance of developing the professional culture of a music teacher as a key factor in successful pedagogical activity. The content of professional culture is revealed, including musical knowledge, pedagogical skills, emotional intelligence, professional ethics, and a commitment to continuous self-development. Particular attention is paid to the role of professional culture in shaping the teacher’s authority as a leader and mentor in the educational process. The study analyzes pedagogical conditions for the development of the professional culture of future music teachers, such as a cultural and educational environment, professional experience exchange, creative development, participation in professional events, as well as reflection and analysis of one’s own pedagogical activity. The importance of lifelong learning, self-education, and openness to innovative pedagogical approaches in music education is emphasized. It is concluded that a high level of professional culture contributes to the effective pedagogical activity of a music teacher and to the development of students’ creative potential.
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Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan
(2026-06-15)
D. E. Kuatbayeva
;
Gulshakhan Alimbekova
;
L.A. Lebedeva
;
Aliya Akzholova
;
Bitibayeva Zhazira
The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.

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