Abstract
The article explores the impact of the content of teachers’ professional development (TPD) on their professional growth and the formation of research competencies. Research objective – to identify how the content of Continuing Professional Development (CPD) courses contributes to the development of teachers as subjects of analyzing their own practice and as active participants in educational change. The research employed methods such as content analysis of methodological products, surveys, self-assessment, and expert evaluation during the piloting of current professional development (CPD) courses in March–April 2025. The results demonstrate that content based on the creation of methodological products, collective reflection, and analytical support stimulates the development of critical thinking, research skills, and teachers’ readiness for innovation, thereby shaping the educational landscape. Key success factors include personalization of content, facilitation, and integration with real pedagogical practice. At the same time, barriers such as lack of time, challenges in digital infrastructure, and the need for post-course support were identified. The findings hold methodological value for redesigning TPD programs, theoretical significance for substantiating the research approach, and practical value for implementing action research, fostering the sustainable development of teachers’ professional communities, and enhancing the quality of education in Kazakhstan.