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Research

RESEARCH PROJECTS

1. Development of a System of Continuous Professional Development for Teachers in the Context of Education for a Complex World: Paradigm, Methodology, Digital Tools (2023–2025; BR21882260; within program-targeted funding)

The research program is aimed at studying the transition from the classical model of “in-service training” to a modern paradigm of continuous professional development of teachers in the context of digitalization.

Project objective: To scientifically substantiate and implement mechanisms for transitioning to a system of continuous professional development of teachers (CPDT), using advanced methodologies and digital tools.

Achieved results:
A conceptual and methodological model of CPDT has been developed and implemented.
The architecture of a digital ecosystem has been created, based on the reengineering of professional learning business processes.
A set of personalized educational programs has been developed, experimentally tested, and scaled.
A professional network of facilitators to support teachers has been established.
Methods for evaluating the effectiveness of educational initiatives within the new paradigm have been developed and implemented.

Published articles:

  1. Murzalinova, A. Z., Nurbekova, Z. K., Almagambetova, L. S., Imanova, A. N., & Shpigart, N. N. (2025). From personification to self-management of teachers’ professional development: Paradigm, content, and design of educational programs. International Journal of Innovative Research and Scientific Studies, 8(2), 1500–1511. https://doi.org/10.53894/ijirss.v8i2.5507
  2. Nurbekova, Zh., Sembayev, T., Zhetpisbayeva, M., Baigusheva, K. (2025). AI-driven digital facilitator for personalized post-course support of educators. International Journal of Innovative Research and Scientific Studies, 8(3), 1811–1823. https://doi.org/10.53894/ijirss.v8i3.6888
  3. Makhmetova, Z. et al. (2025). Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature. https://www.mdpi.com/2227-7102/15/2/146
  4. Imanova, A. N., Ashimbetova, R. D., Almagambetova, L. S., Zeynelova, A. E., Shpigart, N. N. (2025). Facilitation in continuous professional development of teachers. Orleu. Bulletin of Continuing Education, No. 1(48), 92–99. https://doi.org/10.69927/DKNZ1170 // Imanova A. N., Ashimbetova R. D., Al’magambetova L. S., Zejnelova A. E., Shpigar’ N. N. Fasilitacija v nepreryvnom professional’nom razvitii pedagogov // Өrleu. Vesti nepreryvnogo obrazovanija. 2025. # 1(48). S. 92–99. https://doi.org/10.69927/DKNZ1170
2. Study of Teachers’ Professional Development within the Attestation Framework (2023–2025; IRN AP19679296; within grant funding)
The study provides an in-depth analysis of the impact of the existing attestation system on teachers’ actual professional growth and competencies.
 
Project objective: To assess the attestation process and identify key factors that facilitate or hinder teachers’ professional development.
 
Achieved results:
A methodological analysis of concepts, their interrelations, and regulatory documents on professional development and teacher attestation was conducted.
Methodology and tools for assessing the impact of attestation on competency development and teachers’ professional growth were developed.
Based on experimental data analysis of NQT results, portfolios, and focus groups, factors directly influencing the growth of teachers’ competencies within the attestation framework were identified.
Methodological recommendations were prepared for teachers and education authority methodologists on managing professional development within the attestation process.
A professional development course program on managing one’s own professional growth was developed.
 
Published articles:
Shilibekova, S., Vildanova, V., Mussarova, B., Yessingeldinov, M., Ablayeva, A., Kaldybek, A. The methodology for assessing the impact of appraisal on teachers’ professional development. http://doi.org/10.11591/ijere.v14i2.31916