Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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2025 - 20263

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Дата начала: 2025Тема: search.filters.subject.English teachers

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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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    Қазақстандағы орта мектептерде саралап оқытуды жүзеге асыру: ағылшын тілі мұғалімдерінің көзқарасы мен тәжірибесі
    (Suleyman Demirel University, 2026-09-30)
    Садыкова Роза Каримовна
    ;
    E. Janserkeyeva
    ;
    Emel Akay
    This article provides a comprehensive analysis of the implementation of differentiated instruction in secondary schools in Kazakhstan. Differentiated instruction is a pedagogical approach aimed at organizing the learning process in accordance with students’ levels of preparedness, learning pace, interests, and individual characteristics. Currently, the concept of differentiated instruction is closely linked to the learner-centered education paradigm and continues to develop within this framework. Differentiated instruction facilitates the adaptation of educational content to learners’ abilities, interests, and individual needs. The article discusses the theoretical foundations of differentiated instruction as well as practical mechanisms for its integration into the educational process. The purpose of the study is to explore the perceptions, understanding, and self-reported practices of English language teachers working in inclusive secondary school classrooms in Kazakhstan with regard to differentiated instruction. The study is based on a quantitative survey method involving 46 English language teachers. The data were analyzed using descriptive statistics. The findings indicate that teachers highly value the importance of differentiated instruction in inclusive education; however, they report insufficient confidence and professional preparation to implement it systematically in practice. In addition, limited time, large class sizes, and a lack of methodological resources were identified as major barriers to the application of differentiated instruction. The results further demonstrate that teachers recognize the high pedagogical potential of differentiated instruction in inclusive education. Nevertheless, the findings reveal that the systematic implementation of differentiated instruction in practice is directly related to teachers’ professional training, the availability of adequate methodological support, and their level of confidence in using digital tools. The conclusions of the article emphasize the importance of the systematic use of differentiated instruction in pedagogical practice.