Abstract
The scientific article defines the problem of teacher outflow in the education system of Kazakhstan. Its solution is related to the study of the motives of future and aspiring teachers for continuous professional development, adapting to a gentle entry into the profession in the context of the ever-increasing demands of a complex society for pedagogical activity, to its increasing diversity. The article aims to study the motives and actions presented in the competitive materials of future and novice teachers. These competitions are characterized by their focus on professional development activities integrated with educational and pedagogical activities. In the course of the research, methods of obtaining data through design competitions, as well as their qualitative and quantitative interpretation, were correlated with the observation of educational and pedagogical activities in the structure of the field of professional development. The research results are related to the organization of continuous professional development at the place of study and the workplace. Their practical significance is determined by the possibility of using the results to improve the quality of professional training of future teachers and the quality of early career teachers based on the resources of formal, non-formal, and informative education and in the context of the implementation of the lifelong, life-wide, life deep learning model.