DOI: 
http://dx.doi.org/10.15293/1813-4718.2301.05
UDC: 
378.046.4
Murzalinova Alma Zh.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof. of the Department of Pedagogy and Psychology, M. Kozybaev North Kazakhstan University, senior lecturer of the department “Psychological and pedagogical support of the educational process” branch of the Joint Stock Company “National Center for Advanced Studies “Orleu”, “Institute for Professional Development in the North Kazakhstan Region”, m_alma60@mail.ru, Petropavlovsk, Republic of Kazakhstan
Bulatbayeva Kulzhanat N.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Chief Researcher, Y. Altynsarin National Academy of Education, bulatbaeva.kulzhanat@mail.ru, Astana, Republic of Kazakhstan
Almagambetova Leila S.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Director of the branch of the Joint Stock Company “National Center for Advanced Studies “Orleu”, “Institute for Professional Development in the North Kazakhstan Region”, lalmagambetova@orleu-edu.kz, Petropavlovsk, Republic of Kazakhstan
Imanov Amangeldy K.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Head of the Department “Pedagogy and Psychology”, M. Kozybaev North-Kazakhstan University, aimanov1966@list.ru, Petropavlovsk, Republic of Kazakhstan

Continuous Professional Development of Teachers in the Context of a Shift in the Educational Paradigm

Abstract: 
The article updates the educational paradigm with a focus on the continuous professional development of Kazakhstani teachers, who should not accompany, but promote educational innovations. The contradiction between the revolutionary changing educational environment and the professional development of the teacher, evolutionary in nature, becomes a barrier to initiative and motivated advancement. This contradiction has a negative impact on the quality of continuous teacher education, when the competencies of continuous professional development remain “overboard” in the training of future teachers and are not instrumental for professional viability. The purpose of the article is to present research materials on the substantiation and development of the content and tools for the implementation of the teacher’s CPD in the conditions of advanced training and professional and pedagogical activities. To determine the individual needs of teachers in professional development, the focus group method was used, through which the following results were achieved: the set of competencies of continuous professional development was clarified, the essence and resources of personalized professional development were determined, design principles for the development of educational programs and post-course support were formulated, recommendations were formulated for creating an environment researched development for self-directed educators. The approbation of the research materials was carried out on the basis of the Institute of Professional Development in the North Kazakhstan region and the North Kazakhstan University. M. Kozybaeva. In conclusion, the status of continuous professional development for the transformation of Kazakhstani education is summarized.
Keywords: 
fundamental variability; educational paradigm shift; transformation of the education system; continuous professional development; advanced training, coursework; teacher competencies; self-managed teachers; educational program
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