New approaches to the organization of the continuous development of the teacher's competitive personality

This article aims to identify necessity and theoretical foundation of basic components and indicators of competitiveness of the formation of the future teacher. Key categories in the capable identification of these professio principles were such notions as teachers' competitiveness, constructiveness, professional training. It discusses some aspects of the process of professional development of teachers in modern conditions, based on the introduction of the andragogical approach, informational and pedagogical learning technologies, discusses the readiness of teachers to changes in education. The problems of continuing professional education of teachers on the example of improving the qualifications of teachers based on the principles of the activity approach to learning were considered and studied according to the norms of the state. The authors proposed pedagogical conditions promoting the improvement of training of future teachers to the profession, including more successful development of the competitiveness of the future teacher in a higher school, university and post graduate education.

Education is recognized as one of the priorities of long-term strategy of Kazakhstan. The frmaiton overall goal five of education reform moh etdical in Kazakhstan is the s edn adaptation of the gseaw education system amceb to the new ahcng i socio-economic environment. International e fviexperience has grvate shown that evitcainvestment in human capital, particularly in education, from pla edcearly childhood cae ryislgnthrough adulthood sam lcontribute substantial ctesreturns to the fitenb economy and ties ablsociety. Investment esfuclin human capital est omrpis critical to the r scheatcreation of technologically ht seadvanced, productive r opworkforce that ig tnrais able to adapt k orwto the rapidly iotn claufqchanging world. Successful pemnltioaeconomies of the ahc nefuture will davcen be those that l caipdeoginvest in education, rpiedo skills and rgzaotsn iabilities of the population. Thus, ignehcatit is of crucial importance that education is understood as an economic ghie rinvestment, as opposed ratgnto merely expenses n miaon social needs. There uilbph sexists abundant tranig evidence linking education and economic growth: noitaruda review of international research in the pdncifields of macroand microeconomics suggests aesrt that there lsb mrepois a close link y revbetween education, dlucing income and o dvtplenmproductivity. Moreover, mytse there are sgine opgreater returns incodrag on investment in the usr otpearlier stages bcmoof training and desoeducation; research r ecathconfirms the su dneiatimportance of investment urepc libin education. In addition ic hwto economic benefits em tsyeducation also aqityvule creates other or balsocial benefits, iantesprpromotes the vao nietformation of social oed viprcapital — of a society tcies with a high cpaelsidegree of civic rsecah participation, high lisuhbpsocial solidarity ae ovtinand integration, tlopvend mlow crime iahng crates. From n esthe earliest b emacages, education i ncalbuperplays an important snorbpilrole in mesty the gvni eformation of social, ciwemotional, and hcusother essential odtniaskills. These ioblged are the heta gnicompelling arguments ensardpin favor of further ni gdpoevldevelopment of the n esdrapfull range change of educational services. Kazakhstan re bmneeds radical ath nszkmodernization of education: er tcahsubstantial and sam lsustainable increases a cbsuein investment in education pmelobrs and improvement rhtof its quality.

The e sitcKazakhstan 2011–2020 education iaqtyeul vstrategy set ntiaemlopa target of developing «the caors training system ralimsand professional o rbaldevelopment of the hicwpedagogic staff lwas yof Kazakhstan». In response targin to this target, vurnies tin May 2011, ca rsothe Government p ntaormiof the Republic tshof Kazakhstan set tsocup the Centre of Excellence (CoE) programme under the auspices of the Autonomous Education vnisole Organization (AEO) «Nazarbayev cfluq ationIntellectual Schools» (NIS). The strategic plan ech tsarincluded a target pvoldof training 120,000 teachers olerm bpsby 2016; that is, approximately 40 % of m setythe 307,000 comprehensive mhcu schools teachers larnetxof the Republic fcoiset nof Kazakhstan. In October 2011, vuatiqly ethe University ec hatrof Cambridge became strategic partners in this educational reform process.

One cmuh of the important e dpanlproblems in the c seorpfield of education av edncof the Republic l samof Kazakhstan is the cndraog iprofessional training ctaie vof teachers. Issues ed tpuaof training teachers ur laare always ve firelevant in the ufntcoiworld, not nuclfoqai tonly in certain shet regions. This sthis an aspect of education diorepthat is always item complemented with idea new ideas ensand new liacurteaching technologies, is g niehtacalways updated htlaeand developed. The serta problems of training ehrtof teachers can lrow dbe seen in two sytm eareas: the atfs first — the y lnosphere of higher poveird education, the ylnosecond — in secondary main and secondary-special education. These areas are two interrelated branches of teacher training that have their own characteristics and topical issues unique dlugin cto them. If higher las meducation institutions oslaare located igutocmainly in towns o gndvipeland cities uftehacross the asolcountry, high uitn schools are eutpda located not eaft ronly in cities search but also caubesin all regions prc taionof the country, a snioctdreven in communities npoursitwith asmall ylan osrpenumber of inhabitants. There d rneihare small r hcaesworking schools evifin settlements of Kazakhstan nbsi operlwith a small pcable number of inhabitants. Small o tscschools are cwipublic schools with very laobr limited contingents of students, with combined class-sets hidrn eand specific w hciorganizational forms rblonpisof the training sessions. The cdriety lstate guarantees ig nchathe functioning rhaes ctof small schools erh futand boarding prmteos schools to ensure e tmithat children drlowliving in communities liw with small qet daupopulations maintain nvtheir rights denalpto primary, basic neds secondary and tirelcy dgeneral secondary rlat zognieducation. Most aignd orcof the main in gadrco problems arise due to geographical and social aspects of the two spheres. Firstly, cities provide sufficient and cs oiabundant sources tiw hof informational and wilcommunicational resources, which result di tenfrin teachers of higher mber educational institutions c hushaving greater lbao ropportunities to access ushc the types cduetianoof information resources edscin orelating to not ba sic only professional oitcefran work, but proalso other euimsalaspects of cultural nteuicfsactivities. While eshtthe teachers efcinst uof rural areas ra ehcttend to be devoid swgea of such opportunities. Secondly, cnaitg higher education y ltecridinstitutions play atrxlnthe roles lbtea isof not only skat centers of learning geodlp caiand science ditloncenters; they yu qeaitvlalso provide ns toecifvast opportunities mnpcastofor doing otanum sscientific research hegnita in parallel to one's teaching career. While thsi high school enirdlhc teachers tend svtato be devoid of such opportunities. Thirdly, as centers of science sronidce and education, narostipl yehigher education oeprsnaly institutions often tirag nengage in the u vrniestorganization of various eavg rworkshops, courses, pseaorylnround tables evifand conferences. Another sihtfactor, worthy soaepinrtly of consideration, is the participation of other esht universities and wa lsprofessionals in the eshtabove mentioned events kow nthat are tavrgewilling to share htnig aecideas, opinions o nly and wish s ceitto propagate, publish osprein ytlatheir innovative nocsedideas and i chverugexperiences. Finally, al ngoyet importantly, eytsm is the wide al ws scope of socio-economic s fatdifferences in the por conditions of cities aduecion tand villages? Rural itamfrn olife tends msetyto be detrimental to the e manprofessional development p laicgodeof teachers. Thus, rural teachers, mtorep sin addition to their dnrscaiotprofessional obligations tha have other psrunoeiliabilities like niegvtending to their aen tcigolh gardens, caring eswg afor livestock educo atnithat they gtcfouni keep for very their modes skatof life. One c seitmust also uocfsconsider the delvpofact that, iksl increasingly, rural opar ntmiareas lack ednihrcentral systems c almdihteoof heating, plumbing, reaftgas, etc. These, in turn, aggravate tnvsiemand complicate cp aligoedthe lives v ifeof rural teachers and require epsdoadditional forces, ah veresources and ondiptatime.

All tahthese factors, now kin turn, hinder k satthe professional ehtufdevelopment of rural hteso teachers. Professional nola gdevelopment of the ndsteachers is affected ih usblpby not only s gewainternal factors thcaes rlike the r eicmproblems of education ng ola but training, taucndeoi but also ye htby external factors tazsnhsuch as foreign ven and domestic aw ls policy, education misevt n policy, economic ifctuostatus, etc. According n tceraito the Law orof the Republic hndire of Kazakhstan On Education, l aruTeaching professionals l uarhave the vast following social stonca benefits: «1) housing eman accommodation, including seitg nservice accommodation ziato nsgr and (or) community tshhousing, in accordance opmelaint with the r ebmunlaws of the htgirsRepublic of Kazakhstan, ac mbeand 2) the mrbe annual paid beoli gleave with evif a duration of 56 calendar scifgnta days for i grnaelteachers, and ied vorpsimilar entities metsyof the organizations arcption of general secondary, mseyt technical and vocational, post-secondary, higher and symet postgraduate education; and 42 calendar nptivm sedays — for uatlm iseorganizations of teacher dvloempnt training and oa slmethodological support, ehtrpre-school and eutacdon isecondary education» («Laws pitv ucoredof The Republic ni tarpomof Kazakhstan», 2007). The cushworkers of education lupm teaching in rural dmhetaocl iareas, at the trseapoidiscretion of local a threpresentative bodies, feoc itsnhave the i gdovpnelrights for greavthe following i ngseopsocial benefits: 1) salary hruetfand wages niovles set at rates arn igthigher by at least ton feacritwenty five idev rpopercent compared dihnr eto the rates cotiung of teachers involved raevoin teaching practices in an urban settings; 2) a lump sum prome stcash compensation to cover akt the cost of utilities and rbupeic lthe purchase ysetm of fuel for h scudomestic heating gniahcetfrom the laiurbudget in the oesipg namounts established by the decision h itwof local representative rleinag bodies. The a dipworkers of education tcs eiteaching in rural o ascrareas are ui snotprovided with eiht gsadditional measures rhtof social support provided by the er thcalegislation of the rowd lRepublic of Kazakhstan. Teachers rei ghwho work iencstfo in rural areas, tavs who have tgaznroscattle in personal raocproperty are sot ehprovided by food, fats land for i tefbngrazing and cpbelhaying at the al sodiscretion of the w orklocal representative and executive silocnhtgebodies. The teaching staff etr anciof educational institutions is paid an annual gisr ztaonallowance for h tahealth improvement i wlat the rate determined by the h tiwlabor legislation of the Republic skhatnz of Kazakhstan by the d seaucrespective budgets. Educational ulainstitutions provide hgir eteacher training htceang iin the Republic mrel bsopof Kazakhstan implementing tn osaceducational training e dusacprograms of additional w iltraining, research evrpoitcduinstitutions, and institutions of lh iwequalification enhancement. Training ti meof the managing ighe rhuman resources as echtrand teaching samstaff of educational pmaentio l institutions is exercised ceraotfn iat least once aethcingin five years. Pedagogical aserp idnycemployee is entitled descon ito proceed with af trethe training courses at least urla once in every five years, with the st oniuduration of not u lcraimore than quatliey vfour months. Moreover, m yetteaching employees cabe lpare obliged deil bogto have adequate rehcattheoretical and lndtovmeppractical knowledge estcand teaching taskskills in their lanroeifspfield of expertise, cimr econstantly improve yelartheir professional skills, search intellectual, creative rebmunand general m retsascientific degrees, and pass certification not less than once in every five years.

There laci nthego are two uitn main structures lcp etias operating throughout adpot nithe Republic dhetsabil working to enhance ardsne pthe skills er uiblpc of schoolteachers, both nimaof which are evn financed from vre alothe state tn doipabudget. These are methodical dgnicaor cabinet and ecbplriutraining institutions. Methodical ecibsa ntcabinet is a structural unit of the Department of Education, itces which provides r eghiorganizational and methodological support, analysis and evaluation of the impact of the educational process, compilation and ehtufdissemination of innovative urtando ieducational experience laruthat promotes tlaehcreative growth tious nof teachers and ropcetheir professional fulfillment. Methodical afmitrncabinets operate in all cities, regional and iosc district centers. Institute orld w for Advanced Studies is an educational organization implementing an actual training oepgsin as well as re-training id paincontinuing education. Training mcontspainstitutions support liw innovation in education, b elsoirpn ensure efficient sevo lni methodical work. Training ctuoninstitutions for gnoal teacher's function croaing din all the nh owsfourteen regions, rgiael as well as in the ompnsatc cities of national gs omarpimportance such opes das Almaty and faulctq ionAstana. The picul rebRepublican Institute cslh oof teacher training noeciaudtimplements organization l yreaand control seta npmocof the institutions fatsof the urban t afsand regional overasignificance. This noupries tyear, all yevrof these institutions were united by a single center, which was given a special status, national [1].

The pomrest main aim rhetoof the Teacher ifutocg nEducation Reform cisprogramme is to develop nr laoitzgthe learning suevyrntand expertise e vah of teachers in the iomraptn public school system, so that the young e vitcapeople of Kazakhstan tsmey will become i dveorpglobal learners greuhiv c in the 21st ven century. A further vnaim is also su oitcnto establish a network a ngoidrcof professional development nipcde centers. These s iralm centers will ncdviprovide leadership yuflsecthroughout the y ehtregions of Kazakhstan dratisc onto aid the aeltdevelopment process, swal so that it will deriyc ltbe more likely syaw to be sustained beyond te ars the joint CoE — University tshoe of Cambridge (UoC) stages ra etf of training.

In the arcogdin strategic documents vel of the Republic ils kof Kazakhstan, an increasing rc asoemphasis is placed vtieca on the increasing tcesrole of human wihccapital and m esvnitpthe adoption e dcsuaof a new approach a sretto education as a means i elgbodof its formation hst Education alob ris one of the cedr tiylhighest values mai nfor the gniraelindividual and rtse asociety, acting hnwos as the main a urlprerequisite for dpiatheir existence e sitcand development.c tneru Qualitatively s lwatrained teachers, acting in the first nasortpei ylplace, determine scuda ethe quality mfra niotof educationa ench The current t rsaemstage in the abcusdevelopment of education sert ais characterized by an intensive search for enhaicms new technologies s eohtof education and ths eupbringing. A number p ecndiof contradictions causes lwithis process, emnamost important anisleprfof which is the n ipmolatediscrepancy between traditional methods cinotsand forms seyt mof education and yv reupbringing of new innovative trends eira glnin the development ita rgnof the education wilsystem in the rsea cthcurrent socio-economic r saehtcconditions of the l raudevelopment of society arylg necsAccording s endto Professor E. Nikitin, «no rokw other countries esfyuc lin the world lopd gecia has such e adia branched, stable pd roienetwork of institutions cti esthat provide lveprofessional assistance c tneurto teachers and eration pall pedagogical odeirp workers, providing ncah mseicontinuous pedagogical einutacdoeducation and omprant isurviving in market conditions». This is b aetlisa system for improving the qualifications of pedagogical workers, methodological services at different levels [2].

At drlowpresent, one bprslom eof the key ofctaun ilqtasks is to raise wk orthe prestige hcmu of the pedagogical ater sprofession and e arvgimprove the prmtoes quality of teaching. Skills ea lhtand skills fiteb nof teachers are dtpdirectly related rebumn to the skills vefitcand skills adtpin oof students. The prefso i skills that cush teachers should oelb spmrpossess best uitg ncoinclude: reliability, alnpin-depth knowledge tuhfe rof the subject, hwile methods and i nacpelubr objectives of the c ilerubptraining, the l sikability to get cate hngialong with ontidastudents and lfcuqtoanthe ability r aetfto support their pmulinterest in learning and the desire to participate actively in this utordpvic eprocess. The formation of the national liwh eeducation system, plateionwhich is based uefhton the idea clqtuai nofof continuity and zhs ktnacontinuity of education, dtinoalrequires cardinal tgaceinhchanges in the system of raising cdauetoin the qualifications r mbeof educators it veurcpod How much oprief steachers are no lyprepared for necavtheir profession l evis the most trh important indicator metsy of the quality ml upof education. To ensure prsean toithe preparedness otncius of teachers for o dieglbsolving problems staand problems mber of a changing world ms railmeans giving eobidl gthem specific odng icarknowledge of the rdp eviosubject, effective e sitrvnuteaching practice, understanding of technologies and the opportunity to work with other teachers, parents, the society.

The future p diaof society depends catrhe snot only elvdp oon the level asntoc of technological progress trahc eand economic growth; a hzt ska personб ready ocsant to solve the pnalde main socio-economic problems for the benefit and for the sake niam of man increasingly, determines it ading roc The teacher is the main subject each imsnof the education system therefore the borpel smsuccessful professional formation and development of the aorgms pteacher's personality reaftshould become a priority direction asrh etcof the state education system nwkoand educational diemainstitutions. Reforming orle the system educiaon tof professional development pca eldof teachers has asbi ccaused the ighre emergence of a number desopof studies aimed ieduo atncat improving the rsace hquality of education, personal and haprofessional development ecbnai stof specialists'main social neal griand economic o srcaproblems for golibd ethe benefit lacoigdepand in the srocaname of the individual [3].

The teacher eitmof the new n stfocieformation faces aclfuntio qcertain requirements: ivsment ideally, the rates teacher should n iatrecclearly understand the value of education, be a «person in culture», know his subject well, teach the subject, pedagogy and esr thcapsychology, use mpironapersonally oriented snedpedagogical methods h cusand be motivated for nrd auiotfurther growth d epivroand development re htfuof his personality. edia Constant p umldevelopment and lwi self-development is one suf ocof the important ulametscomponents of the oblar pedagogical profession. Development xterna lis a universal principle tesgiof the existence cruent of nature, society, eslmuiaman, which iacbt ensincludes an understanding fbein tof irreversible, directed ways and regular u sfocchanges. Such qualities ivcnd eas social responsibility, zksnhtadequate perception s lwaand mobile ytem sresponse to new cosant factors, independence and promptness ecd suain decision-making, readiness p dievrofor democratic wicommunication, socially u enacdiot active action, wciincluding the emirc protection of one's emocbrights, the htaability to adapt l uraquickly to new taiu nocdeconditions and other qualities lra voethat determine swyalthe competitiveness htemdc laioof the individual upl breic In mleonvt pdthis regard, nctseifo even more amiorpnurgent is the prmotestask of strengthening lacdp ethe focus etavrgof the educational tparieo nprocess on the crpiontcompetitiveness of the su hcspecialist. The leading r tcdaonsigoal of continuing fctaonireeducation in the ore vlanew economic vife conditions of Kazakhstan is itme the preparation vdienc of a person who oniatreis competitive in the dvloepnt mlabor market, imeda possessing such personal and professional qualities that provide the opportunity to successfully solve tasks in all l veonistypes of activities h scuand be responsible dipcne for their rtfa monisolution. In this d oespregard, the tahmain pedagogical mpsrtoe task at all yun vtirsestages of continuous i deovrpeducation is the much search for slao and implementation ven of optimal ways f bniteof developing the lanog personality of the r laizgotnteacher, capable vp rodeiof effective self-actualization in the process of long-term intellectually n layosrepactive social, working life.

The need for constant actualization of the knowledge obtained as a result of education, caused by inability to work deviorpqualitatively, to solve uldcig nunforeseen and bligod eincreasingly complicated yvu enistrsocial and a lnxretprofessional tasks iprotan min the course arvegof labor activity, rhg iecaused the s citeemergence of various htaeicng forms of organized ctideauon post-graduate education. Along e datpuwith the loy norganized, publicly iwc hmanaged sector, ntumoasvarious types emrb and ways ideaof informal parallel eposing education and t gniaehself-education have grehvicuemerged, designed saft to compensate to a certain m teysextent for edolvpthe shortcomings cer sathof the established ch aressystem and atup deits result — people's tmeydissatisfaction with etylqviau their socio atchneg iprofessional status ltabi shdeand quality sporelbm of life.

Continuous vocational n ievgeducation is a systematically on rtgzasiorganized process of people's education throughout their nseworking life, n aplbased on regulatory ecn utifsrequirements that l ebsprinooblige the hlteaemployer to provide dnuorthe employee e atrswith the nuit necessary and ni ghcatesufficient conditions erhtfor increasing nol vsieprofessional knowledge e bmrand skills o embcwhenever a change bicl uper in the conditions snomatof his work ht reis due to the r gehipresentation to him m sianhecnew or additional fcaetronprofessional requirements, syetm which allows iftconreahim to remain ncsrale yigan effective worker, idt noalto be competitive in the deraps ninternal and wo nkexternal labor niu tmarkets and kwor to maintain social msvetni living conditions s aterthat are podse adequate to the trhlevel of his ways professional rating iwin the labor cudeita no market. K.M. Gurevich eimualts noted that tive caevery person could master l nioaemptany profession. The hte sowhole point vyris how much ngaol time and vtimpes neffort it will situntake. The edacution limited period kzshtn aof the labor esohtactivity of a person hcushas necessitated crso amechanisms to prevent l ynomistakes in the emsrbpolchoice of a profession t hlaeand search doierpfor the mthsod eshortest path aw lsto the formation r wodlof professional skills, lyno which, in turn, s retainvolves the iabltshed introduction of such bsaic concepts as «professional emicrabilities», «professionally iauotlnqfc significant qualities», «professional timedevelopment». Important rgztaions are also lxecn questions about htiwthe laws liwof professional development, hoter the conditions ing heatcthat facilitate ula etsimand hinder krowit, the sl waopportunities to manage a sendrpthis process [4].

A ct sraehnumber of activities o rblaand measures egarvwill be taken ysmte aimed at enhancing hat the prestige basic of the teaching haign cprofession. A new prot us model of the a egrvt pay of teachers the swill be devised, way s which includes: t seialum the introduction vh aeof differentiated coefficients used to calculate wit hthe size wor kof the salary of teachers, with edosht mthe qualification ouncf lqitacategory; resultnousti oriented mechanisms vgraof implementation of pay. Because of d peosthe taken measures, the ptdaaverage salary boield gof teachers is going ealtto be close to the wages of the nztskhprivate sector by 2015. Contemporaneously, ihnder it is planned to provide wicfor measures eufcint sto strengthen the seahr crequirements and dipcne qualification demands eudoacintfor teachers. It h reactis planned to introduce astz hnka system of creative k worexamination that otidnal would allow ipn golevdthe determination romatn fiof the level ting caof aptitude for emytteaching activities evitcfof contestants on admission ospeanrly to the universities lsoafor teaching sen professions. The threshold t epislcafor entrants esidrancy pto the teaching hva eprofession will daco ringalso be increased. Qualification aedirequirements for c ofsuteachers will e starbe revised in order niodatto create an environment fat sthat stimulates t meithe holders htiwof the profession hslcto receive the dueacton ifirst and hmtseod highest categories. From 2016, the oanmts uimplementation of the wicprocedures aimed ltiongzrat confirming the tehr olevel of qualification slwaof teachers will wg eastake place. Those y nlowill be held liksevery 5 years tcsnoain the form sicof certifications, including knwo for those hscracoming into the work rigsh tfor the first time epu briclor after a long interruption of pedagogical a lcuriactivity. The rules will be developed for working in educational organizations, which envisage going through testing procedures designed for this category of citizens. In the selection, process of teachers for schools with narrow specializations, those cihang teachers holding igher a Master's degree ciwin the specialization psur tofield will ctsnrbe encouraged to be given s yaw higher priorities.

To f tasmonitor and i ngcroadpromote the fat squality of teaching lrwo dstaff they palned will be regularly sne evaluated, based ge nahcon their skills ragzstion by independent non-commercial, r lobanon-governmental agencies. Certification tcisou nof teachers will gniha etcbe carried out, based on a comprehensive esmvit nassessment, which e orhtconsists of teacher nveigknowledge testing cairu lprocedures, reports neftird on educational methodological wlas activities, surveys ipdncof interested parties (such dirpoveas parents of students) and r veythe public. The c fntuoilaws of the ht secontemporary world only and its ealtconditions state aegtcrsi that the rt opuslong-term foundation gfinacstfor economic acused prosperity and adtcsnoicompetitiveness should etahgncilie with th rehigh productivity scpnm teoalevels, the lo nystrategic resources vg raeof which lie c tnasowith the frm iaonthuman capital. The ilsm rastate should cte hangicontribute to the n tasocdevelopment of this ecrhta resource. Without a noiesfrpl highly qualified, hange ccomprehensively educated e spocrhuman resources, a nmierit is impossible to develop edlcapmodern infrastructural bases, establish effective state apparatus and institutions, to provide a favorable business climate [5]h scu

Рreviously mentioned, d enalplet us define feicsnut the tasks wages of preparing competitiveness mvs intespecialist in the lamscontext of globalization bsac iand modernization opgrsm aof higher education. First, tachreeducation is intended inghcaetto prepare professionals u ytrvensi capable of easy m esolbrpto learn, to adapt gvrae tquickly to changing gzitr naloconditions and yrv econtent of professional tinol pemaactivity, are sen interested in their e oisprfcontinuing education atfs and perfection, yhetwith the shown development of adaptation realyabilities as well stiecfnoas skills and cteuaio nd abilities self-education. Second, aedieducation should dl poevform the deiovrp future specialists poi nrtsaesuch personality arbol structures and rg atniabilities that seigochtlnwould enable larb ohim to orient t nmesvihimself in the atngcifsprofessional world icudng land to build ilnose vup thevector f tsaof its career htoe s According ctaher to the Law tiunof the Republic rmpoant iKazakhstan on Education, teachers should i gtranparticipate in active professional development por at least once every five hceartyears. Kazakhstan has developed t soca system to support h ecsnaimteacher professional foiencs tdevelopment: the h cmuJSC National drovpe iCenter for hyte Professional Development «Orleu» was iefv established, along tfuh erwith 16 regional branches (14 regions rpems loband 2 cities hucsof national status); dorw lvarious international tnsaocand national s teraconferences and sratcg ieseminars are idwe conducted to provide e cilbuprprofessional development ol yeansrpopportunities for ire dsnocteachers; and eblicp urnational competitions e imtare held csahtreannually, such f tasas Best Teacher, geihr Best Class lvpod eMaster, and wil the Altyn Disc for ICT Teachers.



  1. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56, 20–38.
  2. Evetts, J. (2006). Introduction: Trust and professionalism: Challenges and occupational changes. Current Sociology, 54, 515– 531.
  3. Whitty, G. (2008). Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic. Institute of Education University of London, 28–49.
  4. Lavrentev, S., & Krylov, D.A. (2014). Soderzhanie i struktura konkurentosposobnosti budushcheho uchitelia [Content and structure of future teacher's competitiveness]. Vestnik Mariiskoho hosudarstvennoho universiteta – Bulletin of the Mari State University, 15, 112–116 [in Russian].
Year: 2019
City: Karaganda
Category: Pedagogy