An article co-authored by three lecturers of the Department of General Pedagogy has been published in Frontiers in Education.
The authors reviewed 103 sources on practice-oriented learning, future teachers’ professional competence and structural equation modelling (SEM), searching Scopus, Web of Science, ERIC and other databases.
Practice-oriented learning develops competence most strongly when authentic school experience, mentored teaching, systematic reflection, structured feedback and competence-aligned assessment work together. Reflection, self-efficacy, professional identity and teaching readiness emerged as key mechanisms.
The article proposes an integrated agenda for designing, evaluating and modelling practice-oriented learning in teacher education.
Authors: P. Zharylgassova, Sh. Saparbaikyzy, G. Koshchanova (Department of General Pedagogy), U. Tulenova, K. Smatova, T. Mkilima
