The needs analysis of the Strengthening Initial Teacher Education KZEMP/QCBS-03 project revealed that the current model of initial teacher education (ITE) in Kazakhstan is traditional and academic focusing on theoretical knowledge of future teachers. Further, the analysis demonstrated a common educational will to shift towards a new model of ITE, where teachers are experts in their own field with a critical sense and autonomy being able to solve problems and collaborate with others (see Musset 2010).

The new ITE model includes a conceptual framework, which is needed to align teacher competences with the research-based knowledge about teaching and learning. It also addresses the nature of teaching as knowledge and practice, i.e., the way teacher competences can be applied in practice and developed in initial teacher education and throughout teachers' careers as continuing professional development (Grossman & McDonald, 2008). The chosen framework to categorize and illustrate teacher competences follows the model created by Metsäpelto et al. (2020), adapted from Blömeke et al. (2015), which is contextualized to the initial teacher education in Kazakhstan based on the identified teacher competences from the needs analysis (Figure 1).

Figure 1. Multidimensional adapted process model of teaching (MAP) used as a Conceptual framework for teacher competences (Metsäpelto et al., 2020, p. 6, contextualized for initial teacher education in Kazakhstan)

The Multidimensional Adapted Process Model of Teaching (MAP; Metsäpelto et al., 2020) presents a conceptual framework of teaching quality. It is based on prior research on the critical qualities necessary for teaching and other aspects of a teacher’s work. Being a research-based conceptual model, it provides a solid ground for understanding the key competences of the teaching profession, as well as consequences for student learning.

The new ITE model in the Kazakhstan context is illustrated in Figure 2 below describing the stages of initial teacher education and the areas of development with recommendations for improvement.

Figure 2. The model of Initial Teacher Education in Kazakhstan context. Adapted from OECD Teacher Education Pathway model (2019)

The recommendations focus on the pre-service education part of the model as it was the scope of the Strengthening Initial Teacher Education KZEMP/QCBS-03 project. However, some recommendations have been provided for the in-service part of the model e.g., on induction of in-service teachers in their early years of teaching career.

See more: Enhanced ITE model