Transforming research methodologies in teacher education
A systematic comparative review of global trends and the Kazakhstani experience
Bibliographic Data
| ID | 22167403 |
|---|---|
| Authors | Aiman Berikkhanova (0000-0002-6964-0175, Abai Kazakh National Pedagogical University), Айман Берикханова (0000-0002-7870-5516, Abai Kazakh National Pedagogical University), Fatima Assilbayeva (0000-0002-0965-8314, Abai Kazakh National Pedagogical University), Lyaziza Sarsenbayeva (Turan University), Zhanar Ibraimova (0000-0002-6117-4237, Abai Kazakh National Pedagogical University), Gulsara Berikkhanova (0000-0002-7033-5127, S.Seifullin Kazakh Agro Technical University), Kulbarshyn Meterbayeva (0000-0001-9339-4480, Abai Kazakh National Pedagogical University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-05-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1812436 |
| OpenAlex | W7162641558 |
| Language | EN |
| References cited | 62 |
Global transformations in education, including digitalization, sustainability-oriented learning, and practice-based pedagogical innovation, have intensified interest in research-oriented teacher education. This study presents a systematic review of international and Kazakhstani literature on research methodologies in teacher education, with the aim of identifying dominant methodological approaches, comparing thematic and conceptual priorities across contexts, and clarifying the role of Action Research within this broader landscape. The review was conducted in accordance with PRISMA principles and drew on publications from the journal Education Sciences indexed in Scopus and from Kazakhstani journals recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis combined quantitative screening, thematic coding, and comparative synthesis. The findings show that international literature conceptualizes research activity primarily as reflective, inquiry-based, and practice-oriented, while Kazakhstani studies more often frame it as a strategic and institutional priority linked to the modernization of teacher education. Across both contexts, Action Research emerges as a significant, though not exclusive, methodology for connecting reflection, inquiry, and professional change. The study contributes to current scholarship by offering a comparative analytical synthesis of research-oriented approaches in teacher education and by identifying conceptual and methodological gaps relevant to the further development of teacher education in Kazakhstan
Christian ministry · Comparative education · Conceptual framework · Higher education · Modernization theory · Scholarship · Scopus · Systematic review · Thematic analysis · E-Learning and COVID-19 · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
Dynamic Sustainabilities
Collaborative design as a form of professional development
The PRISMA 2020 statement
Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments
Scientific Method’s Application Contexts for the Development and Evaluation of Research Skills in Higher-Education Learners
New Research and Trends in Higher Education
Responding to the De-Professionalisation of Teaching
Models on Teaching Effectiveness in Current Scientific Literature
Factors Contributing to Teachers’ Self-Efficacy
Contemporary Teacher Education
Higher Education in Post-Neoliberal Times
Promoting Enquiry Skills in Trainee Teachers within the Context of the University Ecological Garden
Supporting New Teachers as Designers of Learning
The Research of Educational Innovation
Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style
Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education
The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement
Enhancing Undergraduate Student Success in STEM Fields through Growth-Mindset and Grit
Educational Transformation Through Emerging Technologies
Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation
Project-Based Learning for Teacher Training in Primary Education
Quality Assurance System of Higher Education in Kazakhstan Through Stakeholders’ Eyes
Reflections of a Practitioner—Researcher in the Field of Widening Participation in Arts Education
‘Scientific Literacy’
Teaching and Learning Research Methodologies in Education
Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan
Involving students as collaborators in developing learning materials through action research
Moving beyond personal teaching theories
A study of the teaching of action research in an online setting
The 7 C’s framework for participatory action research
Working as facilitators and co-researchers
Overview of Problem-based Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |