Developing social values among future teachers: a practice-oriented approach in Kazakhstan

Research from 'Frontiers in Education' highlights the critical role of social values in teacher education, particularly in Kazakhstan. A quasi-experimental study evaluated a practice-oriented intervention aimed at developing social values among pre-service teachers. The study's focus on moral, civic, and professional qualities underscores the importance of teachers internalizing and transmitting these values to students. The intervention's impact on second-year pre-service teachers suggests potential for structured programs to shape these foundational attributes.

Why it matters

The development of social values in future teachers is crucial for fostering well-rounded individuals and responsible citizens within educational systems. By shaping these foundational attributes, higher education institutions contribute directly to the quality of future generations and the stability of societal norms. This focus on values provides a strategic pathway for educational systems to align with broader societal objectives.

Key insights

• Social values in future teachers are defined as a combination of moral, civic, and professional qualities, including dignity, conscience, charity, kindness, honesty, civic responsibility, social engagement, love for children, and collaborative capacity.
• Higher education institutions have a significant role in constructively shaping these social values among future educators.
• A quasi-experimental study was conducted in Kazakhstan to evaluate a practice-oriented intervention titled 'Formation of Social Values of Future Teachers'.
• The intervention targeted second-year pre-service teachers.
• Data collection involved pre- and post-intervention measurements, suggesting an assessment of change in social values.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1898117