Abstract
The existing practice of post-course support in Kazakhstan doesn't have a systemic approach, as it is implemented through separate projects and activities aimed at developing certain professional skills of teachers, but does not allow the personalization of its content. The article presents a system for follow-up support in the context of continuous professional development for teachers. The aim of this article is to describe a system for post-course teacher support based on a review of international experience, modern adult learning theories, and the management of professional development through self-analysis and reflection on teaching practice.
Based on comparative analysis of international experience and modern teaching theories, a comprehensive system is proposed that includes digital tools, reflective practice, and professional communities. Follow-up support is considered a mechanism for applying the knowledge and skills acquired in training courses in practice. The theoretical basis for this includes andragogy, experiential learning, connectivism, the idea of managing professional development through reflection, and models of innovation diffusion. The stages and components of support and the application of a learning management system (LMS) in personalizing methodological support for the implementation of knowledge and skills are described. The system can be used to develop and test programs for methodological support of teachers in various educational settings.