Life Science Journal 2013;10(4) http://www.lifesciencesite.com http://www.lifesciencesite.com lifesciencej@gmail.com 2382 Teachers Professional Preparation in the United States: Instructional Experience for Kazakhstan Marfuga Absatova 1 , Medet Jandildinov 1 , Roza Abitayeva 2 , Kulbarshin Akhmetkarimova 3 , Nursulu Algozhaeva 1 , Kunslu Tussubekova 1 , Altynbek Moshkalov 1 1 Abai Kazakh National Pedagogical University, Kazakhstan, Almaty, 13 Dostyk; 2 Zhezkazgan Baikonurov University, Kazakhstan, Zhezkazgan, 1B Alashakhan; 3 Subsidiary of Science Center for Advanced Training of Teachers in the Karaganda Region "Orleu", Kazakhstan, Karaganda, 24 Zhiyenbayeva. Abstract: The strategic course of the educational system renovation in Kazakhstan supports the teacher education modernization in line with the transition to a new educational paradigm. The ideal of that is focused to the development of a highly qualified teacher-humanist, a citizen of the country; the teacher-researcher able and willing to innovative creative activity, continuous professional and personal development, productive dialogue in a professional environment. With globalization, the successful realization of this goal necessarily requires consideration of the relevant processes and trends in the world. In particular, in the United States in recent decades there has been an intensive development of the system of continuous pedagogical education: multi-level educational standards are being developed; the system of future teachers quality control is being improved, etc. As the process of professional development in American schools is implemented effectively, there is obvious need for thorough study, critical comprehension and adaptation of this experience to the specifics of the Kazakhstan national education and socio-cultural conditions. In this connection, in the article analyzes a system of accreditation and professional standards for teacher preparation institutions in the United States, as well as some innovations in American teacher education. The practical recommendations for the use of the American experience in the system of continuous teacher education in Kazakhstan are developed. [Absatova M., Jandildinov M., Abitayeva R., Akhmetkarimova K., Nursulu Algozhaeva, Tussubekova K., Altynbek Teachers Professional Preparation in the United States: Instructional Experience for Kazakhstan. Life Sci J 2013;10(4):2382-2391] (ISSN:1097-8135). http://www.lifesciencesite.com . 318 Keywords: Teacher education, educational and professional standards, a system of accreditation of teacher education institutions, innovations, teachers’ preparation 1. Introduction Teaching is one of the most popular professions. For example, in the U.S. there are 3.4 million teachers in primary and secondary schools [1], and in Kazakhstan – 360 thousand. Any mass profession cannot be built only on the selection of gifted students; we must truly learn to prepare future teachers for their prospective profession. Teachers cannot be brought from abroad; they cannot be replaced by computers yet. Therefore, any attempt to modernize the system of education includes the improvement of teacher education. Demographic characteristics of teacher trends in America would not be a big surprise for a reader. 76% of public school teachers are female, and only 44% are under the age of 40 years, slightly more than half of them have a master's or higher degree. The pupil-teacher ratio declined from 22.3 in 1970 to 16 in 2000. The average salary for full-time public school teachers in 2010–11 was $56,069 dollars. The country managed to achieve relative stability of the teaching corps. For example, in 2007-2008, 84.5 percent remained at the same school (“stayers”), 7.6 percent moved to a different school (“movers”), and 8.0 percent left the profession (“leavers”) during the following year. Only about 5.3 percent of public school teacher leavers left teaching because their contract was not renewed [2]. About the shortage of teaching staff it is quite difficult to judge objectively. Each year the Federal Department of Education (the equivalent of the Ministry of Science and Education in Kazakhstan) publishes lists of teacher shortage areas [3]. Not surprisingly, there is a shortage of teachers for certain specialties (mathematics, natural science, special education), and in certain regions (in large cities and some states). Perhaps, one of the most reliable sources is the data on the number of school districts in the country that offer a newly hired teachers signing bonuses (6.3%), forgiveness of student loan(s) funded by the district (2.2%), relocation assistance (3.6%), and finder's fee to existing staff for new teacher referrals (1.5%) [4]. In other words, there is no need to talk about the catastrophic shortage of teachers. Even there is a surplus in some parts of the country. There is a severe shortage of teachers from racial minorities. 83% of teachers are white, and only 7% - African Americans or Hispanics [2], while 41% of all children relate to minorities [5].