3i intellect idea innovation - интеллект идея инновация

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PRACTICE-ORIENTED METHODS AND AGILE METHODOLOGIES IN THE FIELD OF HIGHER EDUCATION OF INFORMATION TECHNOLOGY
(2025-01-01)
Ainur Bazarbayeva
;
G.I. Salgarayeva
As part of this research, a quantitative online survey was conducted among 102 teachers of higher educational institutions in Kazakhstan working at departments where future IT specialists are trained. The online survey was attended by respondents from 11 regions of Kazakhstan, including major cities such as Almaty, Astana and West Kazakhstan region, while the rest of the regions made up a minority of the total number of respondents. The main research purpose was to identify the degree of application of practice-oriented methods by teachers, as well as to find out their opinion on the impact of these methods on various aspects of the educational process and employment of graduates. Additionally, the research sought to identify the level of knowledge and application of Agile methodologies by teachers in their professional activities. Such methodologies are widely used in the IT industry and can contribute to more effective teaching in higher education. The results provided valuable information that can serve as a basis for further research, for example, a fairly high use of practice-oriented methods was revealed, but a low level of use of Agile methodologies in professional activities. However, the revealed correlation between knowledge and application of Agile methodologies provides a basis for popularization and increasing the use of these methodologies in teaching. The opinion of teachers on the impact of these methods on training for professional activity, improving practical skills and motivation, critical thinking, etc. was also identified.
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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.

3i intellect idea innovation - интеллект идея инновация

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