Professional development of university teachers: Kazakhstan context
Professional development of university teachers: Kazakhstan context

Summary/Abstract: The current state of the teachers’ professional development, working in Kazakhstani pedagogical universities is examined in this study and recommendations on creating conditions for the implementation of their continuing education are offered. A set of qualitative and quantitative research methods was selected for the study. Qualitative research was based on the study of analytical reviews and empirical studies, national regulatory documents and the national context of the existing forms of university teachers’ professional development. Quantitative research methods were used to determine university teachers’ professional needs in advanced training. The questionnaire including semi-structured questions with a variety of choices was developed by the researchers. The questionnaire was based on the survey results of Kazakhstani school teachers participated in Talis 2018 international study. 614 teachers working in pedagogical universities participated in the survey. The random sample was chosen, the online survey was utilised in data collection. The study helped to answer the question: What problems do university teachers have in their professional development? The results of the study identified such problems as the need to develop and implement a national program for advanced university teacher training in Kazakhstan; the transition from transmission to transitional forms of their professional development, as well as the improvement of universities’ mechanisms for university teachers’ internal incentives to their continuous professional development.

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