DEVELOPMENT OF A NATIONAL CERTIFICATION PROGRAM FOR ENGLISH LANGUAGE TEACHERS: ANALYSIS OF INTERNATIONAL EXPERIENCE AND KAZAKHSTANI REALITIES

Abstract

This article addresses the pressing issue of professional development for English language teachers in Kazakhstan, which is of particular significance in the context of globalization and the growing role of English as a language of international communication. One of the key challenges for educators is mastering modern teaching methodologies and effectively applying them in educational practice.

The study focuses on analyzing international certification programs such as TKT, CELTA, DELTA, TESOL, and TEFL, and their adaptation to the Kazakhstani educational context, considering local characteristics and challenges. Among the main issues identified in the research are limited access to quality resources due to the high cost of programs and insufficient infrastructure for their implementation. Many of these programs emphasize theoretical preparation, creating a gap between theory and practice.

In a context where there is a shortage of quality teaching materials and inadequate institutional support, teachers face challenges in integrating new methodologies into their practice. Additionally, the lack of flexibility in existing programs makes it difficult for educators to balance professional development with their teaching duties.

Based on the data analysis, a national professional development program concept has been proposed, incorporating a modular approach and the introduction of micro-qualifications such as Teacher’s Assistant (TA) and Research Assistant (RA). These elements are aimed at strengthening teachers' professional competencies, fostering confidence in applying acquired knowledge, and improving the quality of English language instruction in both urban and rural schools.