Key points are not available for this paper at this time.
Relevance. The relevance of this study is determined by the need to improve the training of teaching staff in the context of large-scale modernization and renewal of school education content. This requires the introduction of new educational technologies and practice-oriented approaches in pedagogical higher education institutions (HEIs), including the dual model of education. Purpose. The purpose of this study was to develop methodological recommendations to optimize the organization of dual training for teachers. Methodology. The study employed systematization, structural-functional, comparative-historical, and expert analysis methods. It also compared Kazakh and Western European practices in dual training models for teachers. Results. A wide range of regulatory, organizational, methodological, and financial problems hindering the introduction and effective implementation of dual training programs for teachers was identified. A set of methodological recommendations for optimizing dual training for future teachers was developed. Effective models of interaction between HEIs and practice bases, exemplary curricula, and working programs of disciplines, as well as adapted diagnostic means of results control, were proposed. Conclusions. The findings of the study expand the theoretical and methodological framework for the dual training of teachers. The recommendations and models proposed have significant potential for improving the system of professional-pedagogical education based on the principles of dual education. Keywords: innovative educational technologies; integration of theory and practice; curriculum; diagnostic tools
Seitaliyeva et al. (Fri,) studied this question.