Abstract
The article is devoted to the study of the dynamics of teachers’ professional growth in the context of personalized learning using self-assessment tools. The aim of the work is to analyze the changes in the level of mastery of self-development strategies (SSr) before and after completing current professional development courses. The methodological basis includes entry and exit surveys that allowed teachers to design individual learning pathways and record their own progress. The study involved 32 teachers from various regions of Kazakhstan, whose results demonstrated positive dynamics across all 13 strategies. Particularly significant growth was recorded in areas that initially showed lower scores (SSr 9–13), indicating purposeful work on key professional deficits. It is noted that the increase in teachers’ awareness contributes to their active engagement in professional development and is consistent with international approaches to diagnostic-oriented models of learning.
At the same time, the necessity of further verification of results by objective methods and tools of pedagogical practice in educational organizations of different level and type is emphasized. The presented experience demonstrates the importance of integrating feedback mechanisms and personalized strategies into the content of modern teacher professional development programs.