Conference Agenda
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01 SES 14 A: Special Call - Session 11
Ignite Talk Session
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01. Professional Learning and Development
Ignite Talk Professional Development as a Tool for Improving Teachers "Shardara" school- lyceum, Kazakhstan Presenting Author:Сoaching-Based Professional Development as a Tool for Improving Teachers’ Teaching Practice through Formative Assessment and Digital Educational Resources Introduction In this context, one of the effective ways to support teachers’ professional development within the school environment is coaching-based action research. Over the past three to four years, approximately 20 young teachers have joined our school. To support their professional growth, experienced coach teachers have conducted coaching sessions. Coaching organizes collaborative professional learning and allows teachers to consciously analyze their practice. Based on school-based coaching experience, this study examines ways to improve teachers’ teaching practices through the use of formative assessment and digital educational resources. The challenge of implementing formative and criterion-based assessment is particularly evident among novice teachers. While early-career teachers often demonstrate openness to innovation, they may lack sufficient assessment literacy and confidence to apply formative assessment strategies consistently and effectively. Additionally, the increasing availability of digital educational resources and online assessment tools presents both opportunities and challenges. Without targeted professional support, teachers may struggle to align digital tools with learning objectives and assessment criteria in a pedagogically meaningful way. Professional development plays a critical role in addressing these challenges. Traditional professional development models, which are typically short-term and externally driven, have been criticized for their limited impact on sustained classroom practice. In contrast, school-based professional development approaches emphasize contextualized learning, collaboration, and reflection. Coaching, in particular, has gained increasing attention as an effective model for supp Grounded in sociocultural learning theory and the principles of collaborative professional inquiry, coaching creates opportunities for teachers to engage in shared reflection within their zone of proximal development (Vygotsky, 1978). Research Problem In school practice, assessment is often limited to summative assessment conducted at the end of instruction and is not fully used as a tool for improving teaching and learning. Due to the fact that 40% of the teaching staff consists of young specialists, certain challenges have arisen. During the study, it was found that young teachers tend to perceive assessment as a control mechanism or a means of comparing students. Such perceptions hinder students’ active participation in the learning process and their ability to take responsibility for their own learning. In addition, formative assessment, criterion-based assessment, and digital educational resources introduced into the education system have not been equally integrated into all teachers’ practices. Especially for teachers accustomed to traditional teaching approaches, understanding and applying these methods requires professional support. Therefore, studying the impact of school-based coaching on teachers’ professional development is a relevant issue. Research Question The main research question of this action research is formulated as follows: How does coaching-based professional development within a school influence teachers’ practical use of formative assessment and digital educational resources? Sub-questions:
Theoretical Framework The study is based on the seven modules of the educational program developed by the University of Cambridge. In particular, the modules Assessment for Learning and Assessment of Learning, Teaching Critical Thinking, Learning How to Learn, and Leadership were used as the theoretical foundation. Formative assessment is considered by Black and Wiliam as an effective tool for improving the quality of teaching. Assessment should help learners understand their current achievements and identify their next learning steps. Vygotsky’s theory of the Zone of Proximal Development explains collaborative professional learning among teachers during coaching. In addition, dialogic teaching and metacognition theories provide a basis for conscious reflection on teaching practice. Methodology, Methods, Research Instruments or Sources Used Research Methodology The study was conducted as qualitative action research. The main method was the organization of school-based coaching sessions. The research consisted of four stages: identifying teachers’ professional needs, planning coaching topics, conducting coaching sessions, and reflection. To help young teachers improve assessment practices and effectively use LED televisions in lessons, experienced teachers planned coaching sessions according to identified needs. To achieve meaningful results, experienced coach teachers conducted coaching sessions on the following topics: 1. Formative assessment: How do we motivate students to learn? 2. Criterion-based assessment as the key to fair assessment 3. Common mistakes in developing descriptors 4. Self- and peer-assessment as a way to increase student responsibility 5. Assessment and teaching: How can we integrate them? 6. Artificial intelligence: Is it a teacher’s assistant? 7. Effective use of online platforms 8. Digital assessment: Saving time and improving quality 9. Padlet, Kahoot, Quizizz: How can we use them in assessment? Coaching sessions were organized in a 60–80-minute format and structured according to Bloom’s Taxonomy levels. By engaging teachers in student-role activities, formative assessment, self-assessment, and peer-assessment methods were demonstrated in practice. Data Collection and Analysis Data were collected from multiple sources, including pre- and post-coaching questionnaires, observation notes, teachers’ written and oral reflections, feedback tools (KWL charts, Blob Tree), group tasks and posters, and research lessons conducted collaboratively by mentors and young teachers. The collected data were analyzed using content analysis, which revealed changes in teachers’ professional perceptions. Conclusions, Expected Outcomes or Findings The results revealed a significant shift in participating teachers’ understanding of assessment. Teachers moved from viewing assessment as a final outcome of instruction to recognizing it as a continuous tool for enhancing the learning process. By the end of the study, young teachers developed clear, measurable criteria and descriptors for learning tasks. Because assessment criteria were shared with students in advance, learners gained a clear understanding of expectations, which improved transparency and perceptions of fairness. The implementation of criterion-based assessment increased trust in the assessment process and supported consistent evaluation practices. In addition, the effective use of formative assessment strategies—such as timely feedback, questioning, and opportunities for error correction—enabled students to monitor their learning progress and contributed to gradual improvements in academic performance. Teachers also demonstrated improved competence in lesson planning through the use of Bloom’s Taxonomy and became more effective in selecting digital educational resources aligned with learning objectives. School-based coaching strengthened professional confidence, promoted reflective practice, and enhanced collegial collaboration among teachers. To sum up action research confirms that school-based coaching has a positive impact on teachers’ professional development, particularly in improving assessment practices. Coaching created supportive conditions for the effective use of formative assessment, digital resources, and reflective teaching strategies. Assessment-focused training, collaborative analysis, and experience sharing led to the development of a more systematic and consistent assessment approach. Furthermore, the integration of Bloom’s Taxonomy as a coaching framework supported the design of higher-order thinking tasks aligned with learning objectives. Overall, the findings highlight the importance of coaching as a sustainable, school-based professional development model that enhances teaching effectiveness and assessment quality, especially for early-career teachers. References Boer, S. (2025). A Review of Instructional Coaching Model: The Support for Novice Teachers. Journal of Education and Educational Research, 5(3). DOI:10.54097/jeer.v5i3.13729 — Examines instructional coaching and mentorship integration to support novice teachers’ professional practice and resilience. Blended mentoring networks support novice teachers’ professional growth through collaborative structures. Professional Growth of Novice and Experienced STEM Teachers. Journal of Science Education and Technology, 31, 129–142. DOI:10.1007/s10956-021-09936-X — Investigates multi-level mentoring systems and their contribution to professional growth dimensions of teachers. Educators’ professional learning experiences have differential effects on self-perceived professional growth. Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review. Education Sciences, 15(2), 146. DOI:10.3390/educsci15020146 — Reviews formal and informal PD models, including coaching, mentorship, collaboration, and reflective practices. Mukanova, S., & Akifieva, O. (2024). Issues of Teachers’ Professional Development in the Works of Modern Researchers. Высшая школа Казахстана — Surveys major global trends and approaches in teacher professional development research from Scopus and other databases. Yegenissova, A. (2025). Professional Development of Novice Teachers: A Review of International Experience. Pedagogy and Psychology, 62(1), 105–113. DOI:10.51889/2960-1649.2025.62.1.012 — Compares international novice teacher PD systems and identifies best-practice elements for sustained support. Rozhina, E. V., Nugumanova, L. N., et al. (2025). The Role of Mentoring in the Professional Development of a Teacher. Integration of Education, 29(4), 698–710. DOI:10.15507/1991-9468.029.202504.698-710 — Explores the motivation and key factors influencing mentoring effectiveness in PD programs. Karamatdinova, G. (2025). Continuing Professional Development and Novice Teachers in Nukus, Uzbekistan: Evidence from a Mixed-Methods Field Study. Евразийский журнал академических исследований, 5(9), 176–182 — Mixed-methods analysis of CPD engagement and its effects on novice teacher performance and professional agency. Wahab, N. A., Ali, D. F., & Ahmad, A. R. (2024). Professional Development for Novice TVET Teachers: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 13(4), 2669–2692 — Systematic review on PD strategies, mentorship, and competencies for novice vocational educators. Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1, 100002. DOI:10.1016/j.tatelp.2022.100002 — Discusses reflective dialogue workshops designed to support novice teachers in early career stages. The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality. Integration of Education — Highlights mentoring’s impact on novice teachers’ self-efficacy, reflection, and continued professional growth. 01. Professional Learning and Development
Ignite Talk Learning to Lead with Purpose: Professional Identity Learning through Coaching-Based Innovation Programs in Vietnam Tampere University, Finland Presenting Author:Across Europe and internationally, professionals working in complex organizational and innovation contexts are increasingly expected to navigate uncertainty, ethical tensions, and rapidly changing societal expectations. Research on professional learning and development has shown that sustainable professional practice cannot be reduced to competence acquisition alone but involves deeper processes of professional identity learning, professional agency, and meaning-making through reflection and reinterpretation of experience (Beijaard et al., 2004; Eteläpelto et al., 2014; Mezirow, 2000). Building on this body of research, this paper examines professional identity learning as an ongoing and dynamic process situated within professional learning and development (Beijaard et al., 2004; Beijaard et al., 2023). The study focuses on participants engaged in a holistic, coaching-based innovation and entrepreneurship program in Vietnam. Participants occupy leadership and coordination roles across higher education institutions, innovation ecosystems, and industry-related contexts. Rather than approaching leadership as a positional attribute, the study conceptualizes leadership as an enacted outcome of professional learning, emerging through identity negotiation, reflective practice, and the development of professional agency and responsibility (Ibarra, 1999; Raelin, 2016; Biesta, 2020). The paper addresses a gap in professional learning and development research by exploring how coaching-based educational designs support professional identity learning processes among adult professionals operating in high-pressure and polarized contexts. By focusing on identity-learning trajectories rather than predefined roles or competencies, the study contributes to international debates on how professionals develop reflective agency, purpose, and relational responsibility through learning. The following research questions guide the study:
The theoretical framework integrates three complementary perspectives on professional learning. First, professional identity learning theory conceptualizes identity as a dynamic and socially situated process shaped through participation, reflection, and dialogue (Beijaard et al., 2004). From this perspective, professional learning involves ongoing negotiation of who professionals are and who they are becoming in relation to changing work demands, roles, and expectations (Ibarra, 1999). Second, transformative learning theory provides a lens for understanding how critical reflection and disorienting professional experiences can lead to shifts in meaning-making and self-understanding (Mezirow, 2000). Such transformations are particularly relevant in innovation and leadership contexts characterised by uncertainty, ambiguity, and competing value systems. Third, perspectives on professional agency and practice-based learning frame learning as embedded in professional action rather than detached from practice. From this viewpoint, professional learning is understood as participation in and engagement with work practices shaped by social and contextual conditions (Billett, 2001). Research on professional agency further highlights how professionals develop the capacity to influence their work, relationships, and professional trajectories through reflective, purposeful, and contextually situated action (Eteläpelto et al., 2014). Within this integrative framework, coaching is conceptualized as a pedagogical and relational learning mechanism that supports reflective dialogue, identity negotiation, and experimentation with new ways of being and acting professionally (Bachkirova, 2022; Garvey et al., 2018). The international relevance of the study lies in its contribution to broadening professional learning theory beyond Western-centric contexts. Drawing on empirical data from Vietnam, a rapidly developing context shaped by globalization and local cultural traditions, the paper offers insights into how professional identity learning unfolds under conditions of systemic transition. These insights are discussed in relation to research on professional learning and development, inviting reflection on how identity, agency, and purpose might be more explicitly integrated into professional learning initiatives (Nguyen & Walker, 2024). Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative, longitudinal research design to examine professional identity learning processes among adult professionals participating in a coaching-based innovation and entrepreneurship program in Vietnam. The program was implemented over an initial six-week intensive phase, during which participants engaged in individual coaching sessions, facilitated group reflections, and practice-based learning activities designed to support leadership and professional development in complex innovation contexts. This phase was followed by a three-month consolidation period, involving regular community-based reflective practices to support the integration of learning into participants’ professional work. The empirical material comprises 18 purposefully selected participants working across higher education institutions, research centers, entrepreneurial ventures, and innovation-support organizations. Participants occupied leadership or coordination roles at the intersection of education, industry, and innovation. Selection criteria included professional responsibility, sustained engagement in the program, and willingness to participate in reflective inquiry over time. Multiple data sources were collected to capture professional identity learning longitudinally and to enable triangulation. These included: • pre- and post-programme self-assessment forms focusing on professional identity, purpose, and perceived agency; • in-depth individual coaching interviews conducted before and after the programme; • reflective journals produced during the programme; • peer and stakeholder feedback collected during group learning activities; and • final narrative presentations in which participants articulated their professional learning journeys. Data analysis followed a narrative–thematic approach, combining narrative analysis and reflexive thematic analysis. First, individual before-after professional identity narratives were constructed for each participant to examine changes in self-understanding, professional agency, leadership enactment, and sense of purpose over time (Riessman, 2008). Second, a cross-case thematic analysis was conducted to identify shared patterns and variations across narratives, following the principles of reflexive thematic analysis (Braun & Clarke, 2006). Analytical attention was paid to moments of tension, critical reflection, and reorientation that signalled shifts in identity learning and professional practice. Ethical considerations were addressed in accordance with Tampere University institutional guidelines and national research ethics regulations, including GDPR. All participants provided informed consent, personal data were pseudonymized, and reflexive practices were employed throughout the research process to support transparency and methodological rigor. Language clarity and stylistic consistency were supported through limited AI-assisted editing, while all conceptual, theoretical, methodological, and analytical work was conducted by the author in accordance with Tampere University guidelines on responsible AI use. Conclusions, Expected Outcomes or Findings The findings identify three narrative professional identity learning trajectories, each representing a distinct way in which participants experienced professional identity learning over time and developed reflective agency, purpose, and relational responsibility in complex professional contexts. Addressing Research Question 1, the trajectories illustrate how professional identity learning unfolded longitudinally during and after participation in the coaching-based program. Rather than following a linear progression, identity learning emerged as an iterative process of negotiation, reflection, and reorientation in response to changing professional demands and ethical tensions. Addressing Research Question 2, the three trajectories capture qualitatively different identity-learning processes associated with professional agency and responsibility. First, a purpose-oriented identity trajectory reflects a shift from role- and task-focused identities toward purpose-driven identities. Participants clarified personal and societal values, reframed success beyond performance metrics, and aligned professional action with broader social contribution. Second, a reflective agency trajectory centers on the development of reflective professional agency. Participants learned to pause, reinterpret uncertainty, and act with greater confidence in ambiguous situations, with leadership emerging through sense-making rather than formal authority. Third, a relational responsibility trajectory emphasizes identity learning as relational and dialogical. Participants reframed professional practice as grounded in trust-building, shared responsibility, and collective meaning-making across organizational boundaries. Across all trajectories, leadership is conceptualized not as a predefined role but as an enacted outcome of professional identity learning. Coaching functioned as a key learning mechanism by creating reflective spaces that supported identity negotiation, agency development, and relational sense-making. Overall, the study contributes to research on professional learning and development by demonstrating how coaching-based programs can function as identity-learning environments, enabling professionals to act responsibly and meaningfully under conditions of complexity. By offering empirically grounded insights from a Global South context, the study enriches European and international discussions on professional learning, agency, and leadership beyond competence-based models. References Beijaard, Douwe, Maaike Koopman, and Gonny Schellings. "Reframing teacher professional identity and learning." The Palgrave handbook of teacher education research. Cham: Springer International Publishing, 2023. 763-785. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. Bachkirova, T. (2022). Developing a coaching mindset in professionals. Coaching: An International Journal of Theory, Research and Practice, 15(2), 129–143. Biesta, G. (2020). Educational leadership for what? Educational Management Administration & Leadership, 48(4), 573–586. Billett, S. (2001). Learning through work. Studies in Continuing Education, 23(1), 19–35. Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative research in psychology, 3(2), pp.77-101. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2014). Identity and agency in professional learning. Educational Research Review, 13, 45–65. Garvey, B., Stokes, P., & Megginson, D. (2018). Coaching and mentoring: Theory and practice. Sage. Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44(4), 764–791. Mezirow, J. (2000). Learning as Transformation. Jossey-Bass. Nguyen, P. M., & Walker, A. (2024). Educational leadership and identity in Southeast Asia. Journal of Educational Administration, 62(1), 1–18. Raelin, J. (2016). Leadership-as-practice. Routledge. Riessman, C. K. (2008). Narrative methods for the human sciences. Sage. 01. Professional Learning and Development
Ignite Talk Professional Development of Beginning Teachers Supported by the EduBridge 1: Nazarbayev Intellectual School Karatau-Shymkent, Kazakhstan; 2: Municipal Public Institution Secondary School No. 116 named after D. Nurpeisova Presenting Author:Teachers who recently received their diploma and just graduated from university in many education systems experience similar challenges as they move from their initial training into professional practice. These issues are often accompanied by low confidence in pedagogy, uncertainty in assessment, difficulties with lesson planning and a feeling of professional isolation. Such issues are not limited to particular countries or institutions but are reported commonly across the European and international contexts. As a result, an increased interest in school-based and collaborative models of professional development which provide ongoing mentoring and structured opportunities for reflection has grown. This study examines the professional development of early-career teachers who are supported by the EduBridge Community, which is a mentor-led professional learning community that was created by experienced educators. It investigates the role of structured mentoring, collaborative learning and action research in professional development of teachers in their first six months of participation. Research aim The purpose of the study is to explore the effects of participating in a mentor-led professional learning community on the professional competence, reflective practice and instructional development of beginning teachers. Research questions
Theoretical framework The study is theoretically based on the sociocultural learning theory (Vygotsky, 1978) and the concept of communities of practice (Wenger, 1998). From this perspective, professional learning is conceived as a socially mediated process that takes place through participation in shared practice, dialogue and reflection. Mentoring is conceptualised as a type of guided participation, where experienced teachers scaffold the learning of novice teachers and support the movement of the novice teacher from peripheral to fuller participation as a professional. Scientific contribution The contribution of this study to the field of education is the combination of mentor-led professional learning communities and action research as a structured model for early-career teacher development. While the concept of mentoring and communities of practice have been a focus of much research activity, less is known about empirical evidence of the relationship between pre/post survey data, classroom observations, reflective artefacts and student learning indicators within a single research design. The study is relevant to European and international discussions in that it provides evidence from a school-based intervention that can be transferred to other educational settings who are seeking sustainable induction and professional learning models.
Methodology, Methods, Research Instruments or Sources Used The methodology used in the study is action research which involves a series of repeated cycles of planning, doing, observing, and reflecting. This approach enables professional practice to be improved and the process of professional learning to be examined systematically at the same time. Participants and context Participants are 20 beginning secondary school teachers and a group of experienced teacher-mentors who facilitate the EduBridge Community. The research is being carried out over the 2025-2026 academic year, with this paper reporting on the first five months of the research (September-January). Data sources and alignment with research questions - RQ1 is studied in terms of pre- and post-intervention surveys and classroom observations. - RQ 2 is discussed through analysis of mentoring interventions, reflective notes and focus group discussions. - RQ3 is based on student academic indicators (term-based achievement data) and teacher reports. Survey design The survey consists of 5 self-assessment Likert-scale questions which measure professional confidence and competence in lesson planning, assessment literacy, differentiation, reflective practice, and classroom management. The survey was administered twice: - Entry survey: September 2025 - Follow-up survey: January 2026 The survey also included open-ended questions to capture qualitative insights into professional challenges and perceived support needs. Data analysis Quantitative survey data was analysed using descriptive statistics to determine changes in the mean scores throughout the research. Qualitative data from observations, focus groups and reflective artefacts were analysed thematically. Theoretical concepts from sociocultural learning theory and communities of practice served as analytical lenses for interpretive framework as they guided the interpretation of participation, mentoring interactions and professional learning trajectories. Conclusions, Expected Outcomes or Findings Initial results indicate steady positive development of beginning teachers during their first five months in the EduBridge Community. Comparisons of pre- and post-participation surveys show increases in self-reported competences in planning lessons, formative assessment and alignment of learning objectives and assessment criteria. Qualitative data indicate that mentoring facilitated reflective discussion, helped alleviate feelings of professional isolation and helped teachers to experiment with new teaching approaches. Participants reported that they were more confident in looking at their own practice and considering feedback in order to make teaching decisions. Early analysis of student academic performance points to positive patterns in engagement and achievement, especially in classrooms in which formative assessment and structured feedback were used consistently. Although these are preliminary findings, specific to the study context, they are consistent with research from other countries. Overall, the results highlight the opportunities of mentor-led professional learning communities in European education systems, especially as cost-effective, school-based models of teacher induction and continuing professional learning. References Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007 Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311 Desimone, L. M. (2009). Improving impact studies of teachers’ professional development. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140 Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers. Teaching and Teacher Education, 25(1), 207–216. https://doi.org/10.1016/j.tate.2008.09.001 Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323 Vygotsky, L. S. (1978). Mind in society. Harvard University Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press 01. Professional Learning and Development
Ignite Talk Factors Influencing the Motivation and Development of Professional Skills of new Teachers in Education and Teaching 1: Nazarbayev Intellectual School in Aktau, Kazakhstan; 2: Nazarbayev Intellectual School in Aktau, Kazakhstan; 3: Nazarbayev Intellectual School in Aktau, Kazakhstan; 4: Nazarbayev Intellectual School in Aktau, Kazakhstan; 5: Nazarbayev Intellectual School in Aktau, Kazakhstan; 6: Nazarbayev Intellectual School in Aktau, Kazakhstan Presenting Author:Teacher motivation and professional effectiveness are widely recognised as key determinants of school development and educational quality. In the modern education system, teachers are not only transmitters of knowledge but also central agents in implementing educational reforms, maintaining instructional quality, and supporting students’ personal and academic growth. Consequently, enhancing teacher motivation has remained a prominent focus of international educational research(OECD, 2014). In the context of the Nazarbayev Intellectual Schools (NIS) included in the study, the relevance of examining early-career teacher motivation is particularly high. NIS aims to provide high-quality education for gifted students, which requires teachers to deliver innovative instruction, adopt new pedagogical practices, and contribute to a dynamic learning environment. Early-career teachers in these schools often face unique challenges, including adapting to advanced curriculum requirements, relationship with parents, integrating modern teaching technologies, and meeting high expectations from both students and administration. These challenges can affect motivation, professional satisfaction, and retention, which in turn impacts overall school performance. Therefore, understanding the factors influencing early-career teacher motivation within the NIS context is crucial for sustaining instructional quality, supporting professional growth, and ensuring long-term school effectiveness. Research consistently demonstrates that motivated teachers are more inclined to engage in innovative teaching practices, participate actively in professional development, and respond positively to institutional change. For example, Leithwood, Steinbach, and Jantzi argue that highly motivated teachers play a crucial role in the successful implementation of reforms initiated by school leadership |(Leithwood et al., 2002). Similarly, OECD studies highlight the importance of supportive school leadership, a positive psychological climate, and access to professional learning opportunities in increasing teachers’ job satisfaction and professional commitment(Herzberg et al., 1959). Motivated teachers, by contrast, are more likely to invest in continuous professional learning, apply innovative instructional strategies, and contribute to a positive school climate, ultimately leading to improved student outcomes. Recognising this, global empirical research identifies several effective strategies for supporting early-career teachers. Studies show that novice teachers who participate in such programs report higher job satisfaction, demonstrate improved instructional practices, and exhibit retention rates that are 35–50% higher than those of teachers who do not receive induction support (EdResearch for Action, 2025). This study is based on Herzberg’s two-factor theory of motivation, which distinguishes between hygiene factors—such as workload, administrative support, working conditions, and salary—that prevent dissatisfaction and reduce the risk of psychological burnout, and motivational factors—such as recognition, responsibility, professional growth, and achievement - that enhance engagement and performance. This framework allows for a systematic analysis of how school policies, workplace support, and professional development opportunities affect early-career teachers’ motivation, effectiveness, and psychological well-being. Combined with evidence-based induction practices, Herzberg’s model provides a comprehensive lens for understanding the factors shaping teacher motivation, professional performance, and resilience to burnout (EdResearch for Action, 2025). Understanding the factors that influence early-career teacher motivation is essential for effective school leadership, informed policy design, and the long-term retention of novice teachers. Based on the mission of Nazarbayev Intellectual Schools - “To prepare and inspire intellectual potential leaders for lifelong learning” - this study aims to identify both barriers and enabling conditions, providing evidence-based recommendations to strengthen professional development structures, support systems, and school culture, ultimately enhancing teaching quality and student learning outcomes. Research Question Objectives
Methodology, Methods, Research Instruments or Sources Used The study was conducted in one of the Nazarbayev Intellectual Schools (NIS), a school for gifted students, which was purposefully selected as the research site. A total of 23 early-career teachers at the initial stage of their professional careers participated in the study. To gain in-depth qualitative insights into teachers’ experiences, a focus group was selected and formed. To obtain a comprehensive understanding of early-career teachers’ motivation and professional adaptation, three data collection methods were employed: the “Backpack” diagnostic activity, semi-structured interviews with the focus group, and a survey questionnaire. In the initial stage, the “Backpack” diagnostic activity was used to identify early-career teachers’ personal resources, professional burdens, and support needs. This reflective method enabled teachers to consciously evaluate their professional experiences. Findings revealed that teachers rely on personal and social resources such as family, colleagues, hobbies, and students’ appreciation to maintain emotional well-being. At the same time, time pressure, excessive workload, bureaucratic requirements, limited autonomy, and additional teaching duties were identified as key sources of professional stress. Next, semi-structured interviews with the focus group were conducted. The results indicated that systematic support is needed to improve the psychological climate. In addition, practices such as substituting for other teachers and completing reports for the same purpose but due to different reasons were found to negatively impact teachers’ motivation and emotional stability. These additional responsibilities create stress and hinder professional engagement. Finally, survey results provided quantitative insights. The demographic profile of participants indicated that the majority were female teachers (78.3%) and most respondents were aged 22–25 years (73.9%), confirming that the sample primarily consisted of teachers at the early stage of their careers. Teaching experience within the NIS system ranged from 1 to 3 years, with the majority having one year of experience. According to the survey, 26.1% of respondents expressed uncertainty regarding the recognition of their professional achievements, highlighting gaps in feedback and acknowledgment mechanisms. Teachers also reported that time constraints, heavy workload, and additional duties negatively affected their psychological well-being. In conclusion, the findings emphasize the urgent need for structured psychological support and strategies to strengthen emotional and professional resources for early-career teachers. Such interventions are essential to enhance teacher motivation, increase job satisfaction, and ensure high-quality learning outcomes in schools. Conclusions, Expected Outcomes or Findings Overall, the findings suggest that while foundational support structures are in place in the selected NIS, early-career teacher motivation can be strengthened through recognition of professional achievements and enhanced psychological support. Internationally, research shows that structured induction programs, mentorship, and peer support significantly improve early-career teachers’ professional development, motivation, and retention (AITSL, 2020; OECD, 2018; EdResearch for Action, 2025). In Sweden and Australia, new teachers benefit from peer support groups and coaching sessions, which enhance emotional stability and reduce stress during the first years of teaching (Diva Portal, 2020; AITSL, 2020). OECD TALIS data indicate that adequate mentoring and induction support positively influence teacher performance and growth (OECD, 2018). Based on the focus group findings, the following recommendations are proposed for supporting early-career teachers at NIS: 1. Organize psychological and professional development training sessions, both planned and ad hoc, in formal and informal formats to address teachers’ diverse needs. 2. Conduct systematic monitoring of training activities to assess participants’ needs and inform the design of subsequent sessions. 3. Create a support route sheet, implement a mentorship program that allows teachers to select mentors based on their interests and professional goals, not only subject specialization. 4. Develop a curated list of books and methodological resources in the library to support teachers’ continuous development. Мисса 5. Create a dedicated library corner featuring guidance rubrics, a categorized collection of literature, and base of online resources for self-directed learning. 6. Establish an international teachers’ network and organize seminars to promote professional growth, exchange of best practices. 7. Establish a Young Teachers’ Club to provide a structured platform for networking, peer support, and professional collaboration among early-career teachers. Implementing these measures could help bridge the gap between existing support structures at NIS and international best practices, increasing early-career teacher motivation, development, and retention. References 1.OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD Publishing. This international report provides a comprehensive analysis of teachers’ working conditions, professional development, motivation, and school leadership. The findings demonstrate that a supportive psychological climate and effective leadership directly influence teachers’ professional effectiveness. This work serves as a theoretical and practical foundation for Action Research studies focused on enhancing teacher motivation. 2.Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94–119. https://doi.org/10.1177/0013161X02381005 The authors demonstrate that leadership style significantly influences teachers’ motivation and readiness for change. This study highlights the importance of managerial support in fostering professional initiative and responsibility among teachers. 3.Herzberg, F., Mausner, B., & Snyderman, B. (1959). The Motivation to Work. New York, NY: Wiley. Herzberg’s two-factor motivation–hygiene theory explains the causes of job satisfaction and dissatisfaction. The authors show that hygiene factors reduce dissatisfaction, while motivational factors promote job satisfaction. This theory serves as a key framework for analyzing teachers’ professional motivation. 4.AITSL. (2020). Guidelines for the induction of early career teachers in Australia. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/lead-develop/induction/guidelines-for-the-induction-of-early-career-teachers-in-australia 5.Diva Portal. (2020). Induction programs for new teachers in Sweden: Challenges and benefits. https://www.diva-portal.org/smash/get/diva2%3A1474567/FULLTEXT01.pdf 6.OECD. (2018). Teaching and learning international survey (TALIS) 2018 results. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/talis/ 7.EdResearch for Action. (2025). Strengthening early-career teachers: Effective components of teacher induction programs. https://edresearchforaction.org/research-briefs/strengthening-early-career-teachers-effective-components-of-teacher-induction-programs 01. Professional Learning and Development
Ignite Talk Demonstrating the Effectiveness of the Time Round Robin Teaching Strategy through Lesson Study NIS Almaty Medeu, Kazakhstan Presenting Author:This paper explores the effectiveness of the Time Round Robin cooperative learning strategy in geography education through a Lesson Study research approach. The study was conducted in lower secondary geography classrooms and focused on enhancing students’ active participation, subject-specific competencies, and spatial thinking skills. Within the Lesson Study cycle, lessons were collaboratively planned, observed, and reflected upon, allowing systematic analysis of student learning processes. The findings indicate that the Time Round Robin strategy ensures equitable student participation, promotes structured geographical discussion, and supports the development of analytical thinking and the use of geographical concepts. Students demonstrated improved engagement, increased confidence in expressing geographically reasoned arguments, and deeper understanding of subject content. The results suggest that integrating the Time Round Robin strategy into geography lessons contributes to the development of functional geographical literacy and represents an effective pedagogical practice for improving the quality of teaching and learning. Methodology, Methods, Research Instruments or Sources Used The study employed a qualitative Lesson Study research design conducted in lower secondary geography classrooms. A cycle of collaborative lesson planning, classroom observation, and post-lesson reflection was implemented by a team of geography teachers. The Time Round Robin cooperative learning strategy was integrated into selected lessons focusing on geographical concepts and spatial reasoning tasks. Data were collected through structured classroom observations, student interaction records, field notes, and reflective discussions among teachers. Additional evidence was gathered from students’ written responses and task outputs to examine engagement levels and subject-specific understanding. The collected data were analysed thematically to identify patterns related to student participation, use of geographical language, and learning processes. Conclusions, Expected Outcomes or Findings The findings indicate that the Time Round Robin strategy contributed significantly to increased student participation and more equitable involvement during geography lessons. Students demonstrated improved confidence in articulating geographically reasoned arguments, greater use of subject-specific terminology, and enhanced spatial thinking. The structured turn-taking supported focused discussion and reduced passive participation. The Lesson Study process also enabled teachers to refine instructional design and better respond to students’ learning needs. Overall, the results suggest that the method positively influences functional geographical literacy and deepens students’ conceptual understanding of geographical content. References Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia: Research for Better Schools. Lesson Study: A handbook. London: Lesson Study UK. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. | ||