THE ROLE OF PROFESSIONAL COMMUNITIES IN METHODOLOGICAL SUPPORT OF TEACHERS AFTER TRAINING COURSES

Abstract

This article comprehensively examines the methodological approaches to supporting teachers’ continuous professional development in the post-training stage. The authors emphasize that professional learning communities (PLCs) enable teachers to effectively apply the knowledge and skills acquired during training in practice. Furthermore, methodological communities create opportunities for teachers to share innovative practices, exchange experiences, and collaboratively address professional challenges. In the post-course period, providing teachers with updated teaching and methodological resources, integrating modern digital tools, and organizing in-school methodological councils significantly enhance the quality of professional development. Drawing on international practices and successful experiences in Kazakhstani schools, the study demonstrates that teachers’ participation in professional communities strengthens their motivation and fosters conditions for lifelong learning. As a result, professional communities are recognized as a vital mechanism for improving teachers’ professional competencies and ensuring their continuous growth.