INSTITUTIONALISATION OF THE SPECIALISED PEDAGOGICAL CLASS IN THE REPUBLIC OF KAZAKHSTAN

Abstract

The article examines the institutionalisation of the specialised pedagogical class in the Republic of Kazakhstan (RK) as a response to the phenomenon of adverse selection in the teaching profession. The aim of the study is to substantiate a model for the institutionalisation of the specialised pedagogical class based on a typology of international experience and comparative legal analysis. The methodology includes a typology of the experience of eight countries, an assessment of five institutional approaches according to four criteria of applicability in the Kazakhstani context, and an analysis of the current regulatory and legal framework of the Republic of Kazakhstan. Five institutional responses to the phenomenon of adverse selection are identified: rigorous admission to teacher-training universities, pre-professional pedagogical preparation, material support measures, alternative pathways into the profession, and public-servant status. The comparison showed that pre-professional pedagogical preparation in the form of a pedagogical class is the most applicable institutional approach in the context of Kazakhstan. Comparative legal analysis showed that the academic institutionalisation of the pedagogical class in Kazakhstan has already taken place, whereas the regulatory and legal formalisation of the format remains incomplete. Based on the analysis, priority areas for the further institutionalisation of the pedagogical class were identified: the development of methodological recommendations and model regulations, the regulatory formalisation of the status and functions of the teacher-curator, the establishment of a system of preferences for graduates of pedagogical classes, and effectiveness monitoring. A model for the institutionalisation of the specialised pedagogical class is substantiated; its foundation is revealed through the concept of a value-profiling educational environment characterised by six features: a value-meaning orientation, pedagogical trials, immersion in the educational environment, diagnosis of pedagogical giftedness, a stakeholder ecosystem, and continuity of teacher education. The practical significance of the study lies in the applicability of the model for developing methodological recommendations of the Ministry of Enlightenment of the Republic of Kazakhstan on the organisation of pedagogical classes, model regulations on specialised pedagogical classes, and the justification of a staff position of teacher-curator in a pedagogical class through the professional development program of JSC “National Centre for Professional Development «Orleu». The scientific novelty of the study lies in introducing the concept of a value-profiling educational environment and identifying six substantive features of the pedagogical class as an institution in the Kazakhstani context