Жарияланымдар / Публикации

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

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2023 - 20253

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Язык: АнглийскийТема: search.filters.subject.mentoring

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    Understanding Barriers and Supports for Women’s Progression in STEM in Kazakhstan
    (2025-01-01)
    Ainur Almukhambetova
    Abstract Based on the theoretical taxonomy of supports and barriers and Social Cognitive Career theory, this chapter contributes to the existing literature on STEM women’s pathways by qualitatively examining environmental supports and barriers that girls and women experience in all developmental stages, from childhood to professional life. The overarching purpose of this chapter is to synthesize and summarize the multidimensional barriers that affect, impede, or prevent girls and women from choosing STEM educational/career trajectories and the supports that facilitate their advancement and retention in STEM career trajectories across three developmental stages: childhood, adolescence (high school and university study), and adulthood (professional life). A core finding from this study is that women are strongly dependent on external social agents, such as parents, teachers, peers, employers, and spouses, in all developmental stages, who can play a dual role, either supporting the girls’ and young women’s interest in STEM and providing mentorship or discouraging them from being engaged with STEM.
    Цитирования (OpenAlex) 6Цитирования (OpenCitations) 4
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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.