MODEL FOR TRAINING APPLIED BACHELORS IN PRIMARY EDUCATION COLLEGE PROGRAMS
DOI:
https://doi.org/10.53355/ZHU.2026.120.3.005Keywords:
applied bachelor, college, teacher education, primary education, professional training, microteaching, training modelAbstract
The article addresses the problem of improving the training of applied bachelors enrolled in the educational program “Pedagogy and Methods of Primary Education” in the college setting. The relevance of the study is determined by the need to strengthen the practice-oriented character of teacher education, develop students’ professional readiness, and identify training models that provide a closer connection between theoretical instruction and future professional activity. The aim of the study was to design and test a model for training applied bachelors in primary education in the college setting.
The study was organized as a quasi-experimental investigation and conducted at the Pedagogical College of Astana International University during the first semester of the 2025–2026 academic year. The participants were 122 third-year students enrolled in the educational program “Pedagogy and Methods of Primary Education”. The experimental group included 65 students, while the control group consisted of 57 students. The main methods used in the study were analysis of scholarly literature, pedagogical modeling, questionnaire survey, testing, descriptive statistics, the Mann-Whitney U test, the Wilcoxon test, and Pearson’s chi-square test.
The formative stage was based on the author’s training model implemented within the elective component of the program through the use of microteaching. The effectiveness of the model was assessed through motivational, cognitive, practical, and reflective components of professional readiness.
The results showed a more pronounced positive dynamic in the experimental group compared to the control group. The most noticeable changes were identified in the cognitive and practical components, as well as in the distribution of students across levels of professional readiness. The study concludes that the proposed model is productive and can be used to improve the preparation of future primary school teachers in the college setting.
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