Результаты поиска

Показано: 1 - 3 из 3

Некоторые метрики заблокированы вашими
настройками согласия
GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS
(Kazakh National Pedagogical University, 2024-10-01)
Aigul Syzdykbayeva
;
Yelena Agranovich
;
Larissa Yevgenievna Ageyeva
;
V.D. TYAN
This research presents a comparative analysis of Continuous Professional Development (CPD) models for teachers in several countries, including Singapore, Finland, Japan, China (Shanghai), Australia, Canada (Ontario), Estonia, and the Netherlands. Employing a qualitative approach and multiple case study methodology, the research identifies key features and trends in CPD. The results indicate that effective CPD models are characterized by individualized approaches, emphasis on collaborative learning, and connections to research activities. Despite variations in implementation, all models recognize the critical role of continuous teacher development in improving educational quality. Innovative approaches are highlighted, such as the Japanese Lesson Study model, the teacher rotation system in Shanghai, and personal learning budgets in the Netherlands. The study underscores the importance of creating flexible, adaptive CPD systems capable of addressing global challenges, including the digitalization of education and the development of 21st-century skills. The research findings can serve as a foundation for improving CPD systems in Kazakhstan, taking into account their unique context for detailing and enhancing the Professional Standard “Teacher”.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
Некоторые метрики заблокированы вашими
настройками согласия
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.
Некоторые метрики заблокированы вашими
настройками согласия
Addressing Gaps in Inclusive Education Through Innovative Approaches to Training Specialists in the Field of Psychological and Pedagogical Support for Children with Disabilities
(2025-12-26)
Aitolkyn Duzelbayeva
;
Zulfiya Movkebayeva
;
Yermagambet Aliya
;
Хамитова Дана Сункарбековна
;
Kabdyrova Ainur Askarbekovna
This paper examines the critical gaps in inclusive education, with a particular focus on the training of specialists in the psychological and educational support of children with disabilities. Despite advances in inclusive practice, there remains a significant shortage of adequately trained professionals to meet the diverse needs of these children. Through a comprehensive review of current literature and innovative training methods, this study highlights the effectiveness of multidisciplinary approaches and the integration of technology in enhancing professional competencies. It also examines case studies from different educational settings to demonstrate practical applications. The findings suggest that a holistic and adaptive training framework, including theoretical knowledge, practical skills and emotional intelligence, is essential for effective inclusive education. The study concludes with recommendations for policy makers, educators and training institutions to address these gaps, emphasising the need for continuous professional development and a collaborative approach to support inclusive education for children with disabilities. The objective of this study is to identify key challenges and propose evidence-based strategies for improving the professional training of specialists in inclusive education. The methodology involves a systematic review of recent academic and policy sources, along with case analysis from diverse educational contexts to ensure a comprehensive understanding of current practices and outcomes.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Просмотр

Фильтры

Настройки

Сортировать по

результатов на странице

Результаты поиска

QyzPU CRIS

Университет

Данные