Impact of Adapted Turkish Pedagogical Training on Practical Competence Development of Biology Teachers: Case of Kazakhstan

Altynay Tolegen Amantaikyzy; Maimataeva Assiya Duisengalievna; Erten Sinan

doi:10.23947/2334-8496-2026-14-2-305-316

Authors

Altynay Tolegen Amantaikyzy Faculty of Natural Science and Geography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-8159-8459
Maimataeva Assiya Duisengalievna Department of Biology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-4256-0802
Erten Sinan Department of Science Education, Hacettepe University, Ankara, Turkey https://orcid.org/0000-0001-9546-2387

DOI:

https://doi.org/10.23947/2334-8496-2026-14-2-305-316

Keywords:

pedagogical education, biological education, practical competence, practice-based learning, digital technologies, laboratory and field work

Abstract

The development of practical competence is an important component of biology teacher education, particularly in laboratory, field, and animal-related studies. The aim of this study was to evaluate the effectiveness of adapting selected practice-oriented pedagogical approaches identified during a research internship at Hacettepe University (Turkey) for developing the practical competence of biology students in Kazakhstan. A mixed-methods research design was employed. The Turkish stage included analysis of scientific and methodological literature from the Hacettepe University Library, a structured questionnaire survey of 25 undergraduate students, student interviews, classroom observations and examination of laboratory-, research- and field-oriented teaching practices. These activities, together with the findings of our previous studies, were used to identify instructional elements suitable for adaptation. Selected approaches, including laboratory and experimental learning, applied animal-biology tasks, collaborative learning, digital visualization, virtual laboratories and research-oriented instruction, were integrated with an author-developed electronic learning resource. The adapted approach was tested during a semester-long pedagogical experiment at Abai Kazakh National Pedagogical University involving an experimental group (n = 42) and a control group (n = 35). The experimental group received practice-oriented instruction, while the control group studied through conventional teaching methods. Subsequently, the developed lesson plans and didactic materials were incorporated into an approved 80-hour professional development course completed by 25 school and university teachers from different regions, who provided feedback on their applicability in real biology teaching practice. The findings support the effectiveness of adapting practice-oriented pedagogical approaches for strengthening practical competence in biology teacher education in Kazakhstan.

Downloads

Download data is not yet available.

👁 Abstract Views: 0📥 PDF Downloads: 0

References

Ballantyne, R., & Packer, J. (2009). Introducing a fifth pedagogy: Experience-based strategies for facilitating learning in natural environments. Environmental Education Research, 15(2), 243-262. https://doi.org/10.1080/13504620802711282

Bennett, S., Dawson, P., Bearman, M., Molloy, E., & Boud, D. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672-682. https://doi.org/10.1111/bjet.12439

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399

de Jong, T., Linn, M.C., & Zacharia, Z.C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308. https://doi.org/10.1126/science.1230579

Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111.

Domin, D.S. (2007). Students’ perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice, 8(2), 140-152. https://doi.org/10.1039/B6RP90027E

Government of the Republic of Kazakhstan. (2017). State program “Digital Kazakhstan” (Resolution of the Government of the Republic of Kazakhstan No. 827, December 12, 2017). Adilet Legal Information System. https://adilet.zan.kz/kaz/docs/P1700000827

Government of the Republic of Kazakhstan. (2023). Concept for the development of higher education and science in the Republic of Kazakhstan for 2023-2029 (Resolution of the Government of the Republic of Kazakhstan No. 248, March 28, 2023). Adilet Legal Information System. https://adilet.zan.kz/kaz/docs/P2300000248

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289. https://doi.org/10.1080/13540600902875340

Hmelo-Silver, C.E., Duncan, R.G., & Chinn, C.A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368

Hofstein, A., & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106

Krajcik, J.S., & Blumenfeld, P.C. (2006). Project-based learning. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge University Press.

Loughran, J. (2013). Pedagogy: Making sense of the complex relationship between teaching and learning. Curriculum Inquiry, 43(1), 118-141. https://doi.org/10.1111/curi.12003

Makransky, G., & Petersen, G. B. (2019). Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers & Education, 134, 15-30. https://doi.org/10.1016/j.compedu.2019.02.002

Mayer, R.E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355

Merchant, Z., Goetz, E.T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T.J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033

Ministry of Science and Higher Education of the Republic of Kazakhstan. (2022). National report on the state and development of the higher education system of the Republic of Kazakhstan. Ministry of Science and Higher Education of the Republic of Kazakhstan.

Ministry of Science and Higher Education of the Republic of Kazakhstan. (2022). On approval of state compulsory standards of higher and postgraduate education (Order No. 2, July 20, 2022). Adilet Legal Information System. https://adilet.zan.kz/kaz/docs/V2200028916

Mulder, M. (2014). Conceptions of professional competence. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 107-137). Springer. https://doi.org/10.1007/978-94-017-8902-8_5

Opfer, V.D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609

Radianti, J., Majchrzak, T.A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, Article 103778. https://doi.org/10.1016/j.compedu.2019.103778

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

Rychen, D.S., & Salganik, L.H. (Eds.). (2003). Key competencies for a successful life and a well-functioning society. Hogrefe & Huber.

Tokayev, K-J. (2024). The address of the Head of State Kassym-Jomart Tokayev to the people of Kazakhstan: Just Kazakhstan: Law and order, economic growth, public optimism. Akorda.

Tolegen, A.A., & Maimataeva, A.D. (2024). Features of developing practical competence in students through the biological education. Bulletin of Abai Kazakh National Pedagogical University. Series “Pedagogical Sciences”, 84(4), 240-249. https://doi.org/10.51889/2959-5762.2024.84.4.022

Tolegen, A.A., Zhanbekov, Kh., & Erten, S. (2025). Innovative approaches to the development of practical competencies of future biology teachers. Bulletin of Abai Kazakh National Pedagogical University. Series “Pedagogical Sciences”, 87(3), 289-303. https://doi.org/10.51889/2959-5762.2025.87.3.026

Tolegen, A.A., Maimataeva, A.D. (2026). Methodological foundations for studying animal diversity for biology students in pedagogical education. Bulletin of Ablai Khan KazUIRandWL. Series “Pedagogical Sciences”, 2(81), 108-124. https://doi.org/10.48371/PEDS.2026.81.2.006