RESEARCH-BASED TEACHER EDUCATION IN KAZAKHSTAN: GOALS, PRACTICES AND CHALLENGES

Abstract

The education system in Kazakhstan is undergoing reforms aimed at improving secondary education and teacher education. These reforms, reflected in national policies, focus on developing teachers’ research competencies, a topic of much debate among scholars, practitioners, and policymakers. This research examines the goals and methods of developing and implementing research-based teacher education in higher education institutions in Kazakhstan, identifying associated challenges. Four universities with teacher education programs participated in this study, which used a qualitative approach through document analysis and interviews with twelve academic managers. Document analysis revealed inter-departmental differences in the learning outcomes of courses aimed at developing research capacity. Pedagogical departments focus on mastering research skills for self-analysis and educational improvement, while science departments emphasize knowledge and research skills in subject areas. Interviews indicated that the goal of research-based teacher education is to prepare future teachers to organize projects and research activities of schoolchildren, pursue career growth, improve teaching practice, and build research careers. Challenges identified include (1) insufficient capacity of teacher educators in educational research, (2) low student motivation, (3) restrictions in academic autonomy, and (4) differing understandings of research-based teacher education. The results of this study enhance the understanding of research-based teacher education and its implementation, offering valuable insights for policy developers and universities in Kazakhstan working on modernizing teacher education.