Project-based learning technologies and the professional preparation of special education teachers in Kazakhstan

A study conducted at Uzbekali Zhanibekov South Kazakhstan Pedagogical University investigated the contribution of project-based learning (PBL) technologies to the professional preparation of future special education teachers in Kazakhstan. Utilizing a quantitative-supported qualitative research design, the study involved 76 undergraduate students and 11 professors. Findings indicate that both students and faculty perceive project-based learning as a valuable concept in this educational context.

This research highlights an educational approach for developing professional competencies in specialized fields, particularly in teacher training. Understanding the efficacy of project-based learning can inform curriculum development and pedagogical strategies to ensure graduates are well-prepared for their roles. This directly impacts the quality of specialized services provided within a society.

The study focused on the role of project-based learning technologies in preparing special education teachers.

Forward consideration, not a verified fact.