Research Capabilities and Research Practices of Teacher Candidates, In-Service Teachers, and Teacher Educators in the Context of Research Capacity Building in Kazakhstan’s Language Teacher Education

Abstract

To provide high-quality instruction and make a meaningful impact in education, educators must continuously develop their research capabilities and build a researcher identity, as research considerably enhances teachers’ ability to address educational challenges and consistently deliver effective instruction. This study aims to examine the research capabilities and practices of teacher educators and teacher candidates in language teacher training departments, as well as in-service K–12 language teachers in Kazakhstan. An exploratory research design was used to examine participants’ practices and competencies in understanding research, planning and designing studies, knowledge of methodology, data analysis, research writing, and the ability to present and publish findings. Results revealed a clear hierarchy in research capabilities:  teacher educators demonstrated the highest levels, followed by in-service teachers, while teacher candidates exhibited the lowest.  Significant differences were found among the three groups in both overall research capabilities and specific dimensions. Research engagement frequency was positively correlated with research competence across all groups, emphasizing the importance of active research participation for skill development. In contrast, age had no effect on research capabilities, and academic majors had only a minor impact on teacher candidates. By identifying strengths and limitations in research practices across teacher roles, the study offers a basis for designing targeted interventions in pre-service and in-service teacher education programs.