Abstract
This article presents an empirical analysis of the professional perspectives of prospective primary school teachers regarding the international comparative assessments TIMSS and PIRLS. The purpose of the article is to empirically analyze the professional attitude of future primary school teachers to international comparative studies TIMSS and PIRLS, to determine the level of their understanding of these studies, their impact on professional competence and significance in teaching practice, as well as to substantiate effective directions for integrating the content of international assessment studies into the teacher training system based on the results obtained. The study involved 60 third- and fourth-year students enrolled in the “Pedagogy and Methods of Primary Education” program at Korkyt Ata Kyzylorda University. Data were collected using a structured questionnaire consisting of 25 statements evaluated on a five-point Likert scale. The collected data were analyzed through factor analysis using the JASP statistical software. The results revealed five core thematic factors: general understanding, impact on professional competence, influence on teaching practice, interest and necessity, and personal attitude. The validity of the identified factor model was confirmed by Chi-square and parallel analysis, and Pearson correlation coefficients were calculated. This study contributes to the theoretical and empirical substantiation of the role of international assessment studies in developing the professional competence of future primary school teachers. Furthermore, it emphasizes the relevance of integrating TIMSS and PIRLS content into teacher education curricula. The findings offer both academic and practical insights for educational reforms and highlight the potential to enhance the motivation of prospective teachers to engage with international educational studies.