Abstract
This study tests Guskey's model of teacher change with STEM teacher educators (TEs) in Kazakhstan’s higher education context, addressing the scarcity of systematic TE professional development in non-Western settings. The primary research question is: how do TEs' practices and beliefs change through professional development (PD)? Using qualitative methods we analyzed pre- and post-PD surveys and action research reflections from 46 TEs across four institutions who participated in a multi-phase hybrid PD program integrating action research, peer collaboration, and sustained follow-up support. Findings indicate substantial transformations in instructional practice, with TEs increasingly adopting inquiry-based, student-centered STEM pedagogies, developing informal learning communities, and developing collaborative relationships with pre-service teachers (PSTs). As Guskey’s model predicted, observed changes in PST learning outcomes preceded shifts in TE beliefs. This research contributes a transferable PD model for STEM TE professional development in diverse international contexts undergoing educational reform.