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All Journal International Journal of Evaluation and Research in Education (IJERE)
Aliya Kosshygulova
Abai Kazakh National Pedagogical University
Education

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Impact of a university–school collaboration model on pre-service teacher leadership development Sholpan Kolumbayeva; Marfuga Аbsatova; Shyngys Nurlanov; Aliya Kosshygulova; Aigul Nogayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39143

Abstract

The purpose of this study was to examine the impact of an innovative university–school collaboration model on leadership development (LD), operationalized through leadership competencies (LCs), among pre-service teachers (PTs) enrolled in teacher education programs (TEPs), and to explore the relationship between LCs and teaching self-efficacy. Specifically, the study investigated whether participation in the university–school collaboration model led to statistically significant improvements in key LCs within the Kazakhstani teacher education context. A quantitative quasi-experimental pretest–posttest control group design was employed, involving 120 PTs from Abai Kazakh National Pedagogical University in Almaty, Kazakhstan. The findings indicate that participation in the university–school collaboration model was associated with significant improvements in LCs across multiple dimensions. In addition, strong positive relationships were observed between LCs and teaching self-efficacy, suggesting that leadership-oriented learning experiences support broader aspects of professional confidence among PTs. No subject-specific differences in LD outcomes were identified, indicating the discipline-general applicability of the model. Overall, the study provides empirical evidence supporting multidimensional LD through structured university–school collaboration. The findings extend existing research on teacher leadership and offer practical guidance for designing scalable, experiential leadership components within initial TEPs.
Modular learning for preparing preschool teachers to develop algorithmic skills in early childhood Dariga Azimbayeva; Ulbossyn Kyyakbayeva; Gulbakhira Shirinbayeva; Saule Yerkebayeva; Aliya Kosshygulova; Galiya Abilbakieva; Nazira Atemkulova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37826

Abstract

Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.
Development of ergonomic skills of future teachers of preschool organizations based on klax pedagogy Feruza Abdrimova; Sholpan Kolumbayeva; Aliya Kosshygulova; Gulnur Amirzhanova; Saltanat Khassanova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39441

Abstract

Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p
Co-Authors Aigul Nogayeva Dariga Azimbayeva Feruza Abdrimova Galiya Abilbakieva Gulbakhira Shirinbayeva Gulnur Amirzhanova Marfuga Аbsatova Nazira Atemkulova Saltanat Khassanova Saule Yerkebayeva Sholpan Kolumbayeva Shyngys Nurlanov Ulbossyn Kyyakbayeva