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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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Development of professional thinking in the setting of group multimodal supervision(Medical Communications Sp. z o.o., 2021-11-10); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pre-service teachers’ professional identity in Kazakhstan(2023-04-26); Teacher education and professionalism are believed to be key to school reform in Kazakhstan (OECD, 2014). As a part of the school reform initiatives, Kazakhstan has been actively investing into teachers’ in-service professional development, teachers’ social support and school infrastructure. Interestingly, however, pre-service teacher education has not been part of those reform initiatives (Yakavets et al., 2017). Whilst teacher professionalism has been actively discussed at the in-service level, there is little to no research on it at the pre-service level. As such, this study aims at exploring future teachers’ professional identity i.e. what factors can influence the development of teachers’ professional identity at the pre-service level. A case study was conducted to explore Year 4 (graduating year) students’ experiences in one pedagogical university in Kazakhstan. The study outcomes indicate a link between pre-service-teachers’ professional identity, quality of students’ professional experiences and their emotions. The development professional identity is viewed as highly emotional process, wherein pedagogical universities must integrate self-reflection and emotional awareness in their academic programmes.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Impact of practice-centered learning on the development of students' professional identities: Learning outcomes(2024-01-29); ; Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The psychological impact of mentorship on early-career english teachersThis 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. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical Models and Professional Identity Formation of Pre-service Teachers of English as a Foreign LanguageProfessional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Community of Practice, Experiential Learning, Reflective Practice, and Simulation-Based Learning – with particular reference to pre-service teachers of English as a foreign language. It also examines whether integrating these models can provide more comprehensive support for professional identity development than their separate application. The study combined a theory-informed comparative review with a pilot evaluation of the proposed PERS cycle. The conceptual analysis drew on 26 foundational and recent English-language publications published between 1983 and 2026. The pilot involved 32 pre-service EFL teachers enrolled at a university in Kazakhstan. Over four weeks, participants completed 16 academic hours of PERS-based activities. Questionnaire data were analysed descriptively, while 64 reflective entries produced at the initial and final stages of the pilot were analysed using a structured rubric covering pedagogical interpretation, evidence-based reasoning, consideration of alternative courses of action, and professional decision-making. The comparative analysis showed that Community of Practice primarily supports professional socialization and recognition; Experiential Learning strengthens authentic practice and adaptive action; Reflective Practice promotes self-understanding and identity coherence; and Simulation-Based Learning provides opportunities for safe rehearsal and professional decision-making. The PERS cycle integrates these strengths through participation, experience, reflection, and simulation. Pilot results indicated that professional decision-making confidence increased from 3.18 to 3.87 points, while theory–practice integration increased from 3.09 to 3.81. Reflective entries demonstrating analytical, evidence-based, and action-oriented reasoning increased from 28.1% to 65.6%. These findings suggest the practical feasibility of the PERS cycle, although larger controlled studies are needed to confirm its effectiveness. Keywords: professional identity, pre-service, EFL teachers, pedagogical models, reflective practice, simulation-based learning.