Training of teachers in the modular competency-based approach at professional development courses in Kazakhstan
Introduction. A modular, competency-based approach is being introduced into the education system in Kazakhstan. Particular attention is being paid to this in secondary vocational education. Consequently, a variety of issues have arisen concerning the development of new tools, methods, forms, organisational structures and learning conditions to ensure high-quality teacher training in vocational and technical education at colleges in the Republic of Kazakhstan. In particular, there is an urgent need to update professional development courses for college teachers. A review of the literature reveals a lack of studies that provide a specific scientific basis for improving the professional training of teachers to teach college students using a modular-competence approach. This study aims to develop a teaching technology for the modular-competence approach for use in professional development courses for teachers in institutions of technical and vocational education in Kazakhstan. Methodology and methods. The following approaches were used: systemic, activity‑based, competence‑based, and modular competence‑based. The experiment was conducted at NJSC “Talap” (Astana) and in colleges in Kazakhstan in 2020-2026 to develop a training technology for the modular competence‑based approach for teachers of technical and vocational education colleges in advanced training courses. Analysis, generalization, comparison, study of practice, observation, interviews, testing, pedagogical experiment, and methods of mathematical statistics were used. Results. A training technology based on a modular‑competency approach was developed for college teachers participating in advanced training courses in Kazakhstan. It includes the following modules: theoretical foundations of the modular‑competency technology, design of educational modules, competency‑based teaching methods, and assessment of learning outcomes in professional activities. Three stages of the experiment included theoretical and practical classes, as well as independent work for participants in the advanced training courses. The main result of the study is the gradual elimination of teachers’ difficulties in implementing the competencies acquired in the training modules and an increase in the level of professional skills in applying the modular‑competency approach in practice. Conclusion. The developed technology has scientific novelty and enhances the level of professional preparedness of teachers in vocational and technical education in Kazakhstan, which contributes to improving the quality of college graduates.
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This article is dedicated to the 150th anniversary of Belgorod National Research University and its long-standing tradition of researching the psychological and pedagogical mechanisms of personality development, advanced educational practices, and the integration of science, education, and upbringing.