Continuous Professional Development of Teachers: Implementation Mechanisms in the Republic of Kazakhstan Based on the Professional Standard “Teacher”

Authors: Yelena Agranovich, Larissa Ageyeva, Violetta Tyan, Aigul Syzdykbayeva

Abstract:

The modernization of the education system in the Republic of Kazakhstan aims to enhance the quality of teacher training and improve the key competencies of educators. The current professional standard for "Teacher" defines the general characteristics of teacher activities, their key competencies, and criteria corresponding to qualification categories structured incrementally to implement continuous professional development (CPD). CPD represents a process of constant improvement of a teacher's professional competencies and personal qualities throughout their career. This process encompasses various forms of training, self-education, and enhancement aimed at improving the quality of the educational process and adapting to the ever-changing conditions and requirements of the educational environment. CPD does not conclude upon completing formal education but continues to support teachers at all stages of their professional activity. The essence of CPD lies in the continuous integration of new knowledge and skills that enable teachers to adapt to changes in the education system, technologies, and teaching methods. This developmental process helps teachers stay abreast of the latest scientific advancements, innovations, and modern pedagogical practices. Continuous learning enables teachers to remain flexible and prepared for innovations, thereby creating prerequisites for improving the quality of education and fostering student development. This study aims to address the following objectives: analyzing international CPD practices, defining conceptual foundations, and identifying mechanisms for implementing CPD in Kazakhstan. The main principles of CPD are defined as longitudinality, systematicity, and fragmentation. The implementation of CPD is based on various theoretical approaches, including axiological, systemic, competence-based, activity-oriented, and learner-centered approaches. The study analyzes leading CPD models for educators. The target sample includes countries such as Australia, Japan, South Korea, England, Singapore, Sweden, Finland, and Kazakhstan.

Keywords: Advanced training, continuous professional development for teachers, CPD models, professional development, teacher, teacher training.

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