Defense of the dissertation of Сагитова Жанна Манарбековна for the degree of Doctor of Philosophy (PhD) in the specialty «8D01103 - Pedagogy and Psychology»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Сагитова Жанна Манарбековна on the topic «Formation of professional competencies of future teachers based on a practice-oriented approach» to the educational program «8D01103 – Pedagogy and Psychology».
The dissertation was carried out at the «Department of Pedagogy» of L.N. Gumilyov Eurasian National University.
The language of defense is russian
Official reviewers:
Stukalenko Nina Mikhailovna – Doctor of Pedagogical Sciences, Professor of the Department of “Pedagogy, Psychology and Age Development” of the N-PJSC “Shokan Ualikhanov Kokshetau University” (Kokshetau, Republic of Kazakhstan).
Ismailova Gulnara Muratovna – Doctor of Philosophy (PhD), Acting Associate Professor, Department of Pedagogy and Psychology, Alikhan Bokeikhan University (Semey, Kazakhstan).
Temporary members of the Dissertation Council:
Assipova Nurbubu Assanaliyevna – Doctor of Pedagogical Sciences, Professor, Head of the Higher School of Pedagogy, Kyrgyz National University named after J. Balasagyn (Bishkek, Kyrgyzstan);
Murzalinova Alma Zhakimovna – Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy and Psychology, Manash Kozybayev North Kazakhstan University (Petropavlovsk, Republic of Kazakhstan);
Bulatbayeva Kulzhanat Nurymzhanovna – Doctor of Pedagogical Sciences, Professor, National Academy of Education named after Y.Altynsarina (Astana, Republic of Kazakhstan).
Scientific advisors:
Abdykhalykova Zhazira Yessenkeldievna – Doctor of Philosophy (PhD), Docent at the Department of Psychology, L.N. Gumilyov Eurasian National University (Astana, Republic of Kazakhstan)
Kazarenkov Vyacheslav Ilyich – Doctor of Pedagogical Sciences, Professor of the Department of Psychology and Pedagogy of the Philological Faculty of the Patrice Lumumba Peoples’ Friendship University of Russia (Moscow, Russian Federation)
The defense will take place on June 10, 2026, at 10:00 AM in the Dissertation Council for the training direction «8D011 – Pedagogy and psychology» in the specialty «8D01103 – Pedagogy and Psychology» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held online.
Link: https://clck.ru/3TNPpx
Address: Астана қ., А.Янушкевич көшесі, 6, 106 аудитория.
Abstract (English): ABSTRACT of the doctoral thesis by Zhanna Manarbekovna Sagitova, entitled “Formation of professional competencies of future teachers based on a practice-oriented approach”, submitted for the degree of Doctor of Philosophy (PhD) under the educational programme 8D01103 – “Pedagogy and Psychology”. Changes in the socio-economic sphere of the Republic of Kazakhstan’s development, as well as the ambition to become one of the world’s leading and most competitive nations, have contributed to the implementation of reforms in the education system. Over the past decade, the Ministry of Science and Higher Education has actively implemented reforms to improve the training of young professionals (Order No. 2 of the Minister of Science and Higher Education of the Republic of Kazakhstan “On the Approval of State Compulsory Standards for Higher and Postgraduate Education”, approved on July, 20, 2022, Decree of the Government of the Republic of Kazakhstan No. 248 “On the Approval of the Concept for the Development of Higher Education and Science in the Republic of Kazakhstan for 2023–2029”: approved on March, 28, 2023), updated educational programmes and organized seminars and training sessions for teaching staff. As part of these activities, teachers were introduced to new approaches, methodologies and educational technologies. At the same time, employers’ demands regarding the quality of teacher training increased, leading to the introduction of practice-oriented learning. Unlike many Western countries, where practice-oriented methods are actively used, supported by developed teaching aids, guides, teaching materials, the practice-oriented approach is underutilized in Kazakhstani universities. This is due to lecturers’ reluctance to adopt a new teaching format, a lack of teaching materials adapted to the Kazakhstani context, insufficient expertise to develop their own teaching materials, or the time spent searching for existing materials. To improve the quality of education, a Concept for the Development of Pre-school, Secondary, Technical and Vocational Education in the Republic of Kazakhstan for 2023–2029 was developed to improve the quality of education. It aims to develop the key competencies of graduates, enabling them to successfully realize their creative potential in modern socio-economic conditions, in the interests of both individuals and society in Kazakhstan. The new education strategy for the coming decade is based on an approach in which the teacher acts as a facilitator of the educational process, encouraging independent learning and the development of learners’ personal potential in accordance with their individual interests and needs. Today, there are a number of studies on practice-oriented education, and each of these contributions addresses these issues in its own way, with a specific focus and always to some extent. This approach equips future professionals not only with theoretical knowledge but also with practical skills through the completion of tasks similar to real-world professional challenges. Nevertheless, this thesis addresses the issue of the challenges universities face in developing professional competencies, and proposes changes to the content of the training programme for future teachers through the development of teaching materials and a structural-theoretical model. The relevance of the research topic is also confirmed by a number of international and national documents, including those adopted under the Bologna Convention. These documents include Order No. 2 of the Minister of Science and Higher Education of the Republic of Kazakhstan “On the Approval of State Compulsory Standards for Higher and Postgraduate Education” (approved on July, 20, 2022), Order No. 31 of the Minister of Education of the Republic of Kazakhstan “On the Approval of Professional Standards for Teachers in Educational Institutions” (approved on February, 24, 2025), and the Law of the Republic of Kazakhstan “On the Status of Teachers” 293-VI ZRK (approved on December, 27, 2019). The document “Transforming education towards SDG4: report of a global survey on country actions to transform education”, produced by UNESCO, emphasizes that quality education must provide not only theoretical knowledge but also practical skills, including sustainable development skills, digital skills and critical thinking, which learners can apply in real-life and professional situations. It is important to note that, in order to systematically build the competitiveness of future teachers, it is necessary to create pedagogical conditions through practice-oriented learning. The quality of practice-oriented educational programmes plays a significant role in the implementation of a practice-oriented approach. Here, we must consider the practice-oriented learning process. Like any learning process, the practice-oriented approach relies on forms, methods and technologies of teaching. The educational process must be organized in such a way that students develop internal and external motivation for learning, thinking, imagination, creative abilities and a sustained intellectual curiosity. Future graduates must possess knowledge and competencies that are in practical demand, enabling them to adapt easily to professional practice. Kazakhstani and international studies, dissertations, international works, and documents from the “Atameken” National Chamber of Entrepreneurs have revealed that, when selecting staff, employers prefer to hire young professionals possessing qualities and competencies such as initiative, a results-oriented approach, resilience, and the ability to work in a team. The need to create practice-oriented conditions for the development of professional competencies among future teachers is highlighted as a contradiction: - the gap between the labour market’s demand for specialists possessing professional competencies and the ability to adapt quickly to modern working conditions, and the inadequate content of current educational programmes and the methodological level of the competency-based and practice-oriented methods in the training of teaching staff highlight the need to define a research problem and formulate the research topic: “Formation of professional competencies of future teachers based on a practice-oriented approach”. The aim of the study is to theoretically substantiate, develop and experimentally test a structural-theoretical model for the formation of professional competencies of future teachers, based on a practice-oriented approach. The object of the research: the process of professional training for prospective teachers in higher education. The subject of the research: the development of professional competencies in prospective teachers based on a practice-oriented approach. Research hypothesis: if the theoretical foundations for the formation of professional competencies are determined, and a structural-theoretical model based on practice-oriented approach is developed and implemented, then the level of professional competencies will increase, since the implemented model will ensure integrity, systematicity, consistency and practice-oriented nature of professional training. Research objectives 1. To establish the theoretical foundations for the development of professional competencies of future teachers in global educational practice; 2. To identify the specific features of practice-oriented training for future teachers; 3. To develop a structural-theoretical model for the development of professional competencies of future teachers based on a practice-oriented approach; 4. To experimentally test the effectiveness of the structural-theoretical model for developing professional competencies in future teachers based on a practice-oriented approach. The main idea of the study is that training based on a practice-oriented approach will contribute to the development of professional competencies to ensure the competitiveness of future teachers. The methodological framework of the study comprises: Practice-oriented training and a practice-oriented approach were studied by Omarov A.N., Ordabaeva Zh.Zh., Abdykarimov B.A., Momynbaev B.K., Dzhusubalieva D.M., Nurgalieva G.K., Vetrov Yu., Klushina N., Obraztsov P.I., Uman A.I., Vidensky M.Ya., Yalalov F.G., Martynova L.I., Solyankina L.E., Kalugina I.Yu., Ivanov V.M., Gurduz A.A., Machulnaya I.A., Petrova I.V., Broadwell M.M., Dewey J., David E.S., Kavanagh S.S., Ghousseini H. and others. Competencies and the competency-based approach in teacher training have been studied by Kazakhstani and international scholars: K.S. Kudaibergenova, B.A. Turgynbaeva, Sh.T. Taubaeva, P.B. Seytkazy, Y.A. Nabi, N.T. Ualieva, Sardarova Zh.I., Salkhanova Zh.Kh., Zhumasheva N.S., Butabaeva L.A., Slambekova T.S., Menlibekova G.Zh., Omarov E.B., Dzheksembayeva G.S., Abdykarimov B.A., Momynbayev B.K., D.M. Dzhusubalieva, E.F. Zeer, J. Raven, V.I. Baidenko, A.V. Khutorskoy, I.A. Zimnyaya, A.E. Fedorov, A.G. Sergeev, A.K. Markova, C. McLaughlin, N. Yakavets, Marcel van der Klink, Boon, Alssid J. and others; student-centred approach (Abdykhalykova Zh.E., Vaganova O.I., Kisel O.V., Butova A.V., Overby K., Baxter S., Gray C., Brown J.K., Jeffries P.R., Rew S., Cramer J.M., Wright G.B.), the synergistic approach (Kureychik V.M., Pisarenko V.I., Zvyagina E.V., Simonov S.N., Kopaev O.V., Zhang W.B.) and the resource-based approach (Vasilyev A.I., Tsetzorina T.A., Barney J.B., Collis D.J., Montgomery C.A.). The theoretical foundations of the study comprised the following learning theories: behaviourism, cognitivism and constructivism. Research methods: the dissertation thesis utilized theoretical methods of scientific inquiry, such as analysis and synthesis, comparison and contrast, as well as empirical methods: experimental research, the descriptive method and the reflective method. It is equally important to systematize the available material, organize the data logically, and, by generalizing certain facts, develop a model of professional competencies for future teachers based on a practice-oriented approach. The scientific novelty of this study lies in the fact that: - The theoretical foundations for the development of professional competencies among future teachers in global educational practice have been established; - The specific features of developing practice-oriented training for future teachers have been identified; - A structural-theoretical model for the formation of professional competencies of future teachers based on a practice-oriented approach has been developed; - the effectiveness of the structural-theoretical model for the formation of professional competencies of future teachers based on a practice-oriented approach has been experimentally confirmed, as evidenced by a statistically significant increase in the levels of professional competency development. The theoretical significance of this doctoral research lies in the fact that it presents an analysis of the challenges involved in developing professional competencies, examines international educational practices regarding the training of teaching staff, and presents research findings aimed at developing educational strategies for fostering professional competencies in future teachers based on a practice-oriented approach. The practical significance of this doctoral thesis lies in the potential to integrate pedagogical conditions into the educational process that facilitate the high-quality and effective development of professional competencies of future teachers through the use of practice-oriented teaching methods. As part of this experiment, the following teaching aids have been developed and implemented: “Practice-oriented teaching technologies: pedagogical cases”, “Educational psychology” web quests, and mind maps. Main arguments put forward in the thesis: 1. A well-founded theoretical framework for developing professional competencies in future teachers based on global educational practice. Based on an analysis of psychological, pedagogical, scientific and methodological literature, the development of professional competencies in future teachers is a complex process that addresses issues relating to the training of teaching staff, involving the state, higher education institutions and the students themselves. A practice-oriented approach to teaching promotes high-quality and qualified teacher training. 2. Features of the development of practice-oriented training for future teachers, defining the content of practice-oriented learning: theoretical content: behaviourism, cognitivism, constructivism, practice-oriented innovative teaching methods, digital learning platforms, game-based technologies, and pedagogical skills. The conditions for the development of professional competencies have been clarified, which include: - Organizational and pedagogical conditions – focused on the purposeful creation of a professionally rich educational environment through the integration of practice-oriented elements of content, forms and teaching methods. - Personal development conditions – aimed at fostering intrinsic professional motivation, as well as the development of reflective and metacognitive abilities. - Technological conditions involve the implementation of interactive, practice-oriented teaching methods to achieve specific educational goals. 3. The developed structural and theoretical model for developing professional competencies of future teachers based on a practice-oriented approach consists of a set of ordered blocks: a target block, which is determined according to the requirements of the social order of society; a methodological block, consisting of principles and approaches that contribute to the high-quality and productive development of professional competencies of future teachers; a content-activity block, which includes pedagogical conditions and subjects of the educational process; a criteria-evaluation block, including components, levels (high, medium, low), and descriptors reflecting the development of professional competencies in future teachers. The result of the implementation of this model is the development of professional competencies of future teachers based on a practice-oriented approach. 4. Results of a pilot study of a structural and theoretical model for developing professional competencies in future teachers, as well as pedagogical conditions that ensure practice-oriented learning in the preparation of future teachers. We developed the following teaching aids for developing professional competencies in future teachers: “Practice-oriented teaching technologies: pedagogical cases”, “Educational psychology,” web quests on the www.zunal.com platform, and mind maps on the xminder platform. The reliability and validity of the obtained results are confirmed by the validity of the mathematical processing of statistical data, the successful implementation of practice-oriented methods in the educational process at L.N. Gumilyov Eurasian National University, discussions of the research materials at international conferences, publications in journals included in the Scopus database, and periodicals recommended by the Committee on Quality Assurance of Higher Education of the Ministry of Higher Education of the Republic of Kazakhstan. The research findings were tested through a presentation at the international conference: KIX EAP HUB Regional Conference on Educational Policy and Innovations, October, 28, 2021. Presentation topic: Training of teaching staff based on practice-oriented learning. The main findings of the doctoral thesis have been presented at international scientific and practical conferences in Kazakhstan and abroad. The materials have been presented at the following scientific and practical conferences: - XIX International scientific and practical conference “Social and economic aspects of education in modern society” (2019), V International scientific and practical conference “Membership in the WTO: prospects of scientific research and the international technology market” (2020), International scientific and practical conference “Achievements and innovations in modern education in the Republic of Kazakhstan” (2021), XIV International scientific and practical conference “Higher education: experience, problems, prospects” (2021), LIII International scientific and practical conference “Pedagogy and psychology in the modern world: theoretical and practical research” (2021). - Inter-university scientific and practical conference: V Inter-university scientific and practical conference ‘Current issues in psychology and pedagogy in the modern world’ (2020). - Findings from the dissertation thesis have also been published in periodicals recommended by the Committee for Scientific and Educational Publications of the Ministry of Higher Education and Science of the Republic of Kazakhstan: “Bulletin of the L.N. Gumilyov Eurasian National University” (2020), “Bulletin of PSU named after S. Toraighyrov” (2020), “Bulletin of KazNPU named after Abai” (2021), “Bulletin of KazNPU named after Abai” (2022). - Scientific publication in a scientific journal included in the Scopus database: Educational Process: International Journal (2025). - Articles in other publications: Scientific Herald of Uzhhorod University. Series “Physics” (2024). - Didactic materials and teaching aids have been developed: “Practice-oriented teaching technologies: pedagogical case studies”, “Educational psychology”, web quests on the www.zunal.com platform and mind maps on the хminder platform. Stages and procedure of the study: the study was conducted in stages between 2021 and 2024. During the first stage (2021–2022), an analysis was carried out of scientific and pedagogical literature and dissertation theses by Kazakhstani and international scholars on the development of professional competencies of future teachers. The material obtained allowed us to identify the problem and formulate the research topic. During the process, the aim, object, subject, hypothesis and research objectives were defined and justified. The experience of teacher training in global practice was examined, the characteristics of practice-oriented learning were identified, and pedagogical conditions were defined: organizational-pedagogical, personal development, and technological. Practice-oriented teaching materials and technologies were simultaneously developed. The second stage (2022-2023) involved the development of a structural and theoretical model for the formation of professional competencies of future teachers and its testing, the implementation of the developed teaching aids “Practice-oriented teaching technologies: pedagogical cases”, “Educational psychology”, developed web quests, and mind maps that contribute to the formation of professional competencies. During the third stage (2023–2024), the experimental data were analyzed, summarized and interpreted; the results of the experiment were documented; conclusions were formulated; and the doctoral thesis was prepared in accordance with the requirements for PhD theses. The study was conducted at the L.N. Gumilyov Eurasian National University, Graduate school of education, Department of pedagogy. Eighty-nine students of the “Foreign language: two foreign languages” educational program participated in the experimental study. Scope and structure of the thesis. The thesis consists of an introduction, three chapters, a conclusion, a list of references and appendices. The introduction substantiates the relevance of the chosen topic, the degree of its development, defines the goals, object, subject, forms a hypothesis, objectives of the research, outlines the research methods, the basis of the research, the stages and procedure of the research, reveals the scientific novelty, theoretical and practical significance of the research, formulates the main provisions submitted for defense, characterizes the reliability and validity of the results obtained. The first section, “Theoretical foundations for the formation of professional competencies of future teachers using a practice-oriented approach,” examines and analyzes the problems of developing professional competencies of teachers in psychological and pedagogical science, the experience of training teaching staff in global educational practice, and a practice-oriented approach to teaching as a means of developing professional competencies of future teachers. The second section, “Features of developing practice-oriented education in higher education institutions,” explores the content of practice-oriented training for future teachers and substantiates the pedagogical conditions for developing professional competencies. A structural and theoretical model for developing professional competencies of future teachers based on a practice-oriented approach is presented, comprising four interconnected blocks: target, methodological, content-activity, and criteria-evaluation. Furthermore, the principles, approaches, pedagogical conditions, and content component are defined. The third section, “Experimental work on the implementation of the model of professional competencies of future teachers based on a practice-oriented approach,” describes the organization of a pedagogical experiment, including the testing of a structural-theoretical model for developing professional competencies for future teachers and the verification of the pedagogical conditions for its implementation. An interpretation of the experimental results is also presented. The conclusion presents the findings and results of the study and identifies prospects for further research on this issue. The empirical study materials, including questionnaires, methodology, copyright certificate, and the implementation report are included in the appendices.
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