COMPARING DUAL AND PRACTICE-ORIENTED LEARNING IN FUTURE TEACHER TRAINING

Abstract

This study examines the theoretical foundations and practical aspects of the formation of professional competence among future foreign language teachers in the framework of Kazakhstani higher education. Using a mixed methodological approach, a survey was conducted among seventy-three fourth-year students of the KazUIR&WL in order to evaluate their teaching practice experience, self-assessment skills and attitudes towards dual and practice-oriented learning. The questionnaire explored three areas: the scope and challenges of pedagogical practice, students’ understanding and perceptions of dual learning, and their self-assessment of professional competence. Quantitative data were analyzed for frequency and distribution, while open-ended responses underwent qualitative content analysis. The results indicate the importance of integrating theory with continuous practical training and emphasize the positive perception of dual education by students as a means of increasing their willingness to teach and self-confidence. Students generally rate their teaching positively, they consistently emphasize the need for longer, better-structured practical training and more direct integration of theory and practice. The findings underscore that neither model alone is sufficient. Effective teacher education in Kazakhstan should combine the structured workplace immersion of dual learning with the adaptability and breadth of practice-oriented methods, supported by systematic mentoring and curriculum refinement to prepare confident, highly competent foreign language teachers.