1.1. Curriculum title

 Educational Research

1.2. Curriculum developing team

1.3. Type of curriculum

(in accordance with the National Qualifications Framework

MASTER'S DEGREE

Level 7

1.4. Total academic credits

 120 academic credits

1.5. Study mode

 full-time, blended-learning

1.6. Expected program duration

 2 years

1.7. Short curriculum description
Curriculum goals and objectives

This Educational Programme (EP) " Educational Research" is a Master level national teacher education curriculum, which has been designed in collaboration by various Kazakh universities and with international consulting. Due to the nature of a national curriculum, the descriptive texts within the curriculum do not provide specific information but highlight general pedagogical principles and cross-cutting themes (see also Annex 1.). The more detailed descriptions of e.g. methodologies and assessment will be identified in the implementation plans of the universities, considering also institutional and regional specific conditions. 

Educational programme (EP) " Educational Research" is a Master level programme for teachers and other professional who wish to specialize in educational research in various levels of education. EP consists of a pedagogical component, a subject component, and a research component including Final Attestation/Master Dissertation.

The EP consists of 6 modules: “General education”, “Educational research design”, “Research methods”, “Research ethics and integrity”, “Communication and dissemination of research”, “Research work of a Master student”, including Final Attestation/Master Dissertation.

The EP is aimed at training highly qualified specialists who are able to work at the junction of many fields related to education – psychology, sociology, etc. After mastering this EP, the graduates are able to carry out educational research, applying rational research approaches in accordance with various contexts and using ethically sustainable procedures to create new values. The graduates are also able to use research procedures as a tool for the development of educational practices. The EP follows the philosophy of Action research striving for transformative change through a simultaneous process of taking action and conducting research that are linked to each other by critical thinking.

1.8 Main principles of the curriculum

Competence-based initial teacher training(ITE)

The competence of the teacher combines the competence in the area of pedagogy and its subject area with the theoretical and practical competence of teaching in various working conditions. The teacher has the knowledge and skills necessary for his subject area, and thus is able to teach and monitor young people and adults studying in the same subject.

Teacher competence focuses on planning, leadership, teaching, and evaluation. For this reason, the teacher must have sufficient theoretical knowledge in the field of teaching and competence development. In addition, in modern working life, special attention is paid to cooperation and networking, skills development, as well as support and maintenance of the well-being of oneself and one's surroundings.

The competence of a teacher is influenced by changes in the labor market, in educational structures and in society as a whole, and all these elements emphasize the dynamic nature of the teacher's work. The work, characterized by constant changes in a variety of working conditions, focuses on the teacher's ability to evaluate and adjust their own activities. Self-assessment skills are an important part of the development of professional identity. The teacher constantly makes value decisions, which means that considering issues of professional ethics is one of the necessary professional skills. Change requires the development of experience, the ability to learn, and the ability to reform and update the way things are done within the community.

Curriculum of pedagogical education based on competencies

Thus, the curriculum of pedagogical education, based on competencies, consists of three structures: 1) Pedagogical studies, 2) Subject-specific research, 3) Mandatory research. Each of these structures includes modules and corresponding courses. The results of the training courses describe the competencies required for teaching, and are placed in the NQS system (National Qualifications System) at the seventh basic level.

The curriculum is based on the following basic principles:

• Competence-based learning
• Constructive coordination
• Student-centered learning and active learning methods
• Competence-based research
• Interdisciplinary training
• Inclusive education
• Professional development of teachers and change management

(for more information, see in the Attachment)