Research of teaching practice by a teacher during post-course support

Abstract

The quality of education at all levels of the system explicitly depends on the level of teacher’s professional competence. A wide group of stakeholders, including students themselves and their parents, makes demands on the occupational attainment of teachers. Therefore, the continuous professional development of teachers is not only a modern global trend stipulated by the reform of education, but also a professional obligation of teachers, a compulsory condition for improvement of their professional activity. One of the effective tools of continuous professional development is a teacher's reflective research of its own practical activity using the research approaches Lesson Study, Action Research, and Learning Study. The purpose of the article is to present the results of the study of the effectiveness of teacher’s research on their own practice using research approaches Lesson Study, Action Research and Learning Study during the post-course period. Experimental work based on secondary education organizations of Karaganda region has been organized in March-May 2024 to study the effectiveness of teacher’s research of their own practice with the assistance of the listed research approaches. The results of the study demonstrated that teachers research on their own practice using the research approaches Lesson Study, Action Research and Learning Study during the post-course period is effective. This is proved by the fact that personification of post-course support is provided and the teacher's professional development occurs due to elimination of professional deficits and solution of professional difficulties, as well as development of research and collaboration skills.