FROM PROJECT TO PROJECT: EXPANSION OF RESEARCH DESIGN AND MULTI-SCALE APPLICABILITY OF EXPERIMENTAL RESULTS

A. Zh. Murzalinov, Galina Chemodanova, Н.Т. Уалиева, A.A. Kabdirova, A. M. Malibayeva

2026

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DOI 10.54596/2958-0048-2026-1-115-128
Data confidence 70 medium
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Abstract

This article presents the results of a design-based research project conducted at M. Kozybayev North Kazakhstan University, which developed a systematic structure linking successive research projects. The research is relevant to the necessity to develop pedagogical leadership and giftedness as a result of sustained professional development (CPD) within a complicated societal environment. Its originality lies in the setting of defining and operationalizing the synergistic connection between three fundamental concepts: pedagogical leadership (as an advanced level of competence), teacher CPD competencies (combining self-education, development, and improvement), and pedagogical giftedness (as the prerequisite). The main outcome is the emergence and adoption of the so-called concept of the pedagogical classroom- an open space that enables the interaction between the pedagogically gifted students of high schools, the future teachers (undergraduates and master students), the novice teachers, the school career counselors, and the faculty members of the university. This model structures pre-professional training of school students who are inclined to become teachers with the participation of a research group, faculty members, graduates, and other stakeholders (e.g., education authorities, methodological centers). This ongoing character of project-based research allows filling continuing pedagogical education theory and practice with an entirely new methodology: systematized preuniversity vocational pedagogical training. Replacing generic school career guidance with an individual university policy about establishing an open professional community increases the competitiveness of the university (in terms of the quality of enrollees and better professional transition and retention of graduates). It also raises the culture of pedagogy in schools and eventually enhances the quality of the teaching staff. The results can be applied in secondary to postgraduate education institutions, educational authorities, and teaching professions.