586 Journal of Intellectual Disability - Diagnosis and Treatment, 2020, 8, 586-591 E-ISSN: 2292-2598/20 Future Pedagogy Teachers Readiness Formation in Dual-Oriented Education Aitenova Elmira, Ibraimova Leskul, Smanova Alua, Sultanbek Malik, Beknazarov Zhambyl and Shalabayeva Laura * Abay KAZNPU, Almaty, Kazakhstan Abstract: The socio-economic development of society puts forward new requirements for the teacher of training: he must be competent, educated, informed, have developed thinking. The professionalism of future teachers of training is of priority importance, and its formation is a necessary condition for the intensification of education. The scientific search for a solution to the problem of the formation of professionalism among future teachers of training is aimed at resolving the contradictions between: - the need of society for training specialists with a high level of professionalism and an insufficient level of their professional training; the need for personnel with a high> level of professionalism, and the undeveloped process of forming the professionalism of teachers of training at a university; the practical need for the purposeful development of the professionalism of future teachers and the existing conditions for organizing their professional development in an engineering and pedagogical university; the expediency of creating a developmental space and the existing traditional approach to the development of professionalism among future teachers of training at a university. This research aims to analyze future pedagogy teachers' readiness formation in dual-oriented education. It is possible to resolve these contradictions based on scientific support for the integration process of development and formation of the personality of the future teacher. With regard to the topic of the research, we are talking about rethinking the goals and social essence of the training process. In this paper, we have analyzed the training programmes offered to the teachers, surveying the effects and benefits of professional advancement on creating new knowledge and improving the quality of teaching. The survey results have verified the main hypothesis regarding the effect of professional readiness development in raising the quality of teaching, but they have not verified a completely auxiliary hypothesis that views (considers) as a mechanism to meet the professional development needs of teachers. Keywords: Professional, training, teachers, Kazakhstan, dual education. INTRODUCTION The role and importance of life-long learning as part of a teacher's qualification is unquestionable, in particular in terms of the teachers' personal and professional development, as well as in promoting the school image, improving teacher performance, and enhancing the quality of teaching. Education is still going through a process of transition. Every day new reforms are being introduced. Most of these efforts, such as the new competence-based Curriculum Framework, focus on developing education in general; others are more specific and aim, for instance, at improving teachers' professional readiness development. The latter is a very sensitive and critically important area that requires attention and commitment. In this regard, the Ministry of Education, in collaboration with various non-profit, governmental and international organizations, has organized numerous professional training for teachers. *Address correspondence to this author at the Kazakh State National University of Al-Farabi, Almaty, Kazakhstan; Tel: +77073851878; E-mail: zhanat_2006@mail.ru The peculiarities of the social functions and professional activities of future pedagogy teachers readiness determine the particular complexity and increased importance of the formation of professionalism. Therefore, for this professional group, the problem of the formation of professionalism is especially relevant. The problem of the formation of professionalism is considered not in the aggregate of measures for training, not in the development of additional forms of education, but in the restructuring of the training system based on professional, technological, systemic, personality-oriented approaches [1]. There is a need to search for new approaches to solving the problem of the formation of professionalism in future pedagogy teachers readiness at a university. Scientific studies and publications on these issues in the theory and practice of education show how complex and multifaceted this problem is. In the pedagogical and psychological-pedagogical literature, there is a huge amount of research to improve the level of professionalism of students.