Professional competencies of teachers in the new educational paradigm: Problems and opportunities

Issue 56, 2024

Sona Penkina, Aibek Kuldybayev, Zaini Koksheyeva, Rodion Dzhamaletdin, Gulfiya Eskaiyrova

Received 24.01.2024, Revised 11.06.2024, Accepted 02.07.2024

https://doi.org/10.54919/physics/56.2024.274jf6

Abstract

Relevance. This research article explores the importance of professional competencies for teachers in Kazakhstan's reformed educational system and examines the role of certification in assessing these competencies. It highlights the need for a deeper analysis of teachers' attitudes towards certification and its effectiveness in improving educational quality.

Purpose. The purpose of the study is to determine the effectiveness of the certification process in improving the professional competencies of teachers.

Methodology. The methods of analysis and synthesis, the comparison, observation, interview, and the author’s questionnaire named “Certification process in the new educational paradigm” were used.

Results. This study describes a new educational paradigm of the Republic of Kazakhstan and a new approach to the certification of teaching staff. The leading professional competencies necessary for a modern teacher for successful professional activity within the framework of a new educational paradigm are described. The qualification categories that teaching staff can receive and the features of each of them are disclosed. The pedagogical competencies that a teacher must obtain in each of the qualification categories are analysed. The necessity of certification by secondary school teachers is substantiated. A survey was conducted among secondary school teachers of the Mangystau Region. The survey showed that the certification is perceived by most teachers only as a mandatory process, the main advantages of which they do not notice, which indicates the need to work with teaching staff and further improve certification programmes.

Conclusions. The study found that most teachers perceive the certification process primarily as a means for career advancement and monetary incentives, rather than as a way to improve their professional competencies. Additionally, the research revealed issues with the transparency of the certification process and inadequate communication between educational institution management and teachers regarding professional development opportunities.

Keywords: qualification categories; performance evaluation; skills improvement; certification; teacher development

Suggested citation

Penkina S, Kuldybayev A, Koksheyeva Z, Dzhamaletdin R, Eskaiyrova G. Professional competencies of teachers in the new educational paradigm: Problems and opportunities. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):2746-2756. DOI: 10.54919/physics/56.2024.274jf6

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References

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