The impact of pedagogical referendariat on beginning teachers' professional development: A case study of Kazakhstan

Abstract

 Professional development of beginning teachers is one of the most important issues of our time. Studies on the professional development of beginning teachers often focus on assessing the value and motives for choosing a profession. Although the pedagogical referendariat program has the potential to develop essential pedagogical competencies for beginning teachers, this issue has not received enough attention in the literature to date. To solve this problem, a deeper understanding of how the pedagogical referendariat contributes to the optimization of beginning teachers' entry into the teaching profession, their professional development, and the generation of modern teaching ideas is needed. The study aims to assess the impact of the pedagogical referendariat program on beginning teachers' professional development and how it shapes their core pedagogical competencies. The program was created to offer beginning teachers high-quality assistance with their successful professional development, professional growth, and entry into the teaching profession. The findings demonstrate the effectiveness of the intervention in providing high-quality support for their successful professional development and professional advancement. It was found that after finishing the PRP, teachers' perceptions of their key pedagogical competency development in various areas are depicted by the improved results. It is determined that the pedagogical referendariat can offer a chance to create a logical and transparent policy for working with beginning teachers, in addition to a thorough examination of the situation of the domestic teaching corps. The application of the research to Kazakhstan's educational setting is particularly noteworthy and adds an important dimension to the broader discourse on supporting beginning teacher training.