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Professional teaching competence in preservice primary school teachers: Structure, criteria and levels

Zhanara ZhumashInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanSaniya NurgaliyevaCandidate of Pedagogical Sciences, S. Amanzholov East Kazakhstan State University Ust-Kamenogorsk, KazakhstanAziya ZhumabaevaInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanL.A. LebedevaInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of Primary Education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanGulbanu SaduakasInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of Primary Education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanSaule Bazarbaevna ZhoraevaСandidate of Pedagogical Sciences, Faculty of History and Pedagogy, Department of theory and Methods of Preschool and Primary Education, South Kazakhstan State University named after M.Auezov, Shymkent, Kazakhstan
2021en
ABI

Annotatsiya

Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided. 
 
 Keywords: Professional, teaching competence, preservice, primary school teachers, education.

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DOI
10.18844/wjet.v13i2.5699

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