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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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Improving university students’ engagement in physical education through differentiated instruction and motivational strategies
(2025-06-02)
Nurzhan Temirbay
;
Aychurok Kaldybaeva
;
Baikulova Aigerim Meirkhanovna
;
Nurlan Beknurmanov
;
Zhambyl Beknazarov
This study aims to enhance university students’ engagement in physical education (PE) by applying a set of differentiated instructional strategies and motivational interventions. Declining levels of student participation in PE present a significant challenge in higher education institutions, necessitating pedagogically sound solutions. A quasi-experimental study was conducted at M.Kh. Dulaty Taraz University with 473 undergraduate students from four faculties. The intervention comprised individualized grouping based on fitness levels, theoretical modules on health literacy, flexible class formats (including outdoor activities), and motivational events such as sports competitions. Engagement was measured using pre- and post-intervention questionnaires and statistically analyzed via t-tests and ANOVA. The intervention yielded statistically significant increases (p < 0.001) in student engagement across all measured dimensions, including participation frequency, intrinsic motivation, and satisfaction with PE. Differentiated, student-centered instructional models combined with motivational support significantly improve engagement in university PE settings. The study provides a scalable framework for educators and administrators to improve PE program effectiveness, support student well-being, and foster lifelong healthy behaviors through targeted pedagogical innovations.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 1

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