Теоретико-методологические основы непрерывного технологического образования педагогов в современных условиях

Abstract

The relevance of this study stems from the necessity to develop recommendations and strategies for the effective implementation of continuous technological education for educators in modern conditions. In this regard, this paper aims to define the current situation in the field of continuous technological education in Kazakhstan. The primary research method employed to address this issue was systemic analysis, which allowed for the identification of interactions among various components of the system for developing educators’ professional competencies and the development of recommendations to solve associated problems. The following methods of scientific cognition were also used: logical, comparison, synthesis, induction, deduction, classification, and survey of respondents. The paper presents the results of the conducted survey of respondents – teachers from Kazakhstani schools – regarding the necessity and quality of existing methods for updating professional knowledge. A comparison is made between the obtained results and the outcomes of the international TALIS 2018 study. Similarities and differences between the current situation and previous data are identified and described. Trends and changes in terms of the necessity and quality of teachers’ professional development methods are analysed. The theoretical and methodological foundations of educators’ approaches to working with information and communication technologies are elucidated. Recommendations aimed at enhancing the quality of their professional knowledge are provided. Perspectives on the application of such knowledge within the educational system are discussed. Potential issues within the realm of continuous technological education for educators are identified, and approaches to addressing these issues are substantiated. The research materials can be used to improve teacher training programmes in Kazakhstan