School education is changing in response to the rapidly changing world, therefore, teacher education must change too. Modernization of teacher education in Kazakhstan is caused by curriculum renewal and a focus on research in the light of a knowledge-based economy. Research capacity in teacher education at individual, organizational, and system levels ensures a quality development of the research component, which is discussed in international literature. The purpose of this article is to trace how research-oriented teacher education is discussed in the Kazakhstani context literature and captured in policy documents. Thematic analysis is employed to analyze and synthesize the data. Overall, fifteen articles by Kazakhstani and international authors and six policy documents were analyzed. The key themes drawn from the policy documents analysis include the rationale for research-oriented teacher education, the ways of research-oriented teacher education implementation, and teacher research competencies. In parallel, the literature review reveals the discussion of such topics as the readiness for research-oriented teacher education, barriers encountered, and suggestions for research-oriented teacher education development.