Theoretical foundations of developing school management skills of future teachers: Global trends and analysis of training in the education system of Kazakhstan

Relevance. The relevance of this study is due to the rapid changes in the educational environment caused by the development of information technologies and the increasing socio-cultural diversity of school communities. Purpose. The purpose of this study was to identify the best methods of developing school management skills of future teachers in the face of contemporary challenges and changes. Methodology. The study employed systematic approach and methods of analysis, comparison, synthesis, deduction, induction, and classification. Results. A comprehensive review of the education system in Kazakhstan was undertaken, including the changes brought to the system within the framework of the renewed content of education. The analysis of the statistics of students enrolled in pedagogical specialities revealed a steady interest in pedagogical sciences, as the number of enrolments for the decade increased by 45%. The dynamics of the number of general-education schoolteachers revealed in the study also suggested that the demand for representatives of this profession is steadily growing. As a result of investigating the practices of training future teachers for school management in educational leader countries, the unique characteristics of each training system were revealed. Conclusions. Based on the findings of this study, concrete teaching methods and techniques were presented to develop effective communication and cooperation skills in different educational and social contexts to effectively prepare future teachers for school management. Furthermore, it was substantiated that the specificity of school management training consists in mastering modern educational technologies, analysing data, and applying effective assessment strategies, which ensures readiness for prompt response to changes in the educational system and introduction of innovations in pedagogical practice. Keywords: professional competences; leadership; pedagogical training; modernisation of training; international practices