S. Maratkyzy, A. Baikenzheyeva, A. Vishnyakov, S. Abilova, A. Begenova, A. Karabalayeva
In recent times, Kazakhstan is faced with the task of choosing the right strategy for commercialization in the field of innovation in education, which would ensure the interaction of both knowledge and technology, and capital in the Kazakhstani educational model. The interpenetration of such technologies is primarily necessary to achieve the quality of the needs of the future professional community under the influence of new trends and to benefit from investments in research. The development trajectories of a modern university should provide a complex of global business research and become a strategic resource for economic development in the commercialization process. Research at the university has a fairly wide range of areas, including fundamental and applied works, which, in turn, are the basis for ensuring rapid and effective scientific and technical activities commercialization results. To increase innovation activity, conditions are created for improving the process of commercialization in the field of scientific and industrial innovation, intellectual property, and technical regulation. The authors considered approaches to creating an innovative environment at the university. As the study result, the prospects for the legal framework development for the intellectual activities results (IAR) commercialization were determined. In modern Kazakhstan, mechanisms for the practical application of IAR with the specific business project implementation have been developed to improve the universities promotion and the new technologies market. The research and multifunctional system of innovative scientific and educational infrastructure development of the University has become the higher education system reserv
{"title":"Problems and prospects of commercialization of innovative educational technologies in Kazakhstan","authors":"S. Maratkyzy, A. Baikenzheyeva, A. Vishnyakov, S. Abilova, A. Begenova, A. Karabalayeva","doi":"10.31489/2023ped1/7-13","DOIUrl":"https://doi.org/10.31489/2023ped1/7-13","url":null,"abstract":"In recent times, Kazakhstan is faced with the task of choosing the right strategy for commercialization in the field of innovation in education, which would ensure the interaction of both knowledge and technology, and capital in the Kazakhstani educational model. The interpenetration of such technologies is primarily necessary to achieve the quality of the needs of the future professional community under the influence of new trends and to benefit from investments in research. The development trajectories of a modern university should provide a complex of global business research and become a strategic resource for economic development in the commercialization process. Research at the university has a fairly wide range of areas, including fundamental and applied works, which, in turn, are the basis for ensuring rapid and effective scientific and technical activities commercialization results. To increase innovation activity, conditions are created for improving the process of commercialization in the field of scientific and industrial innovation, intellectual property, and technical regulation. The authors considered approaches to creating an innovative environment at the university. As the study result, the prospects for the legal framework development for the intellectual activities results (IAR) commercialization were determined. In modern Kazakhstan, mechanisms for the practical application of IAR with the specific business project implementation have been developed to improve the universities promotion and the new technologies market. The research and multifunctional system of innovative scientific and educational infrastructure development of the University has become the higher education system reserv","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127245614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Конструктивистский подход предполагает приобретение обучающимися новых знаний и навыков на опыте обучения. Однако успешность реализации конструктивистского подхода обусловлена наличием определенных образовательных и материально-технических ресурсов. Поэтому примеры использования конструктивистского подхода в обучении широко не распространены. Данное исследование демонстрирует результативность использования конструктивистского подхода при разработке обучающимися приложений виртуальной и дополненной реальности с использованием доступных платформ, таких как Vuforia и Unity 3D. Для просмотра VR-контента обучающиеся использовали VR-устройства для смартфонов и VR-очки HTC Vive Pro, Oculus Quest 2. В исследовании приняли участие 43 обучающихся из двух вузов по образовательной программе «Вычислительная техника и программное обеспечение» и «Информатика». Студенты, участвовавшие в исследовании, были разделены на экспериментальную и контрольную группы. В обеих группах проводились контрольные работы в виде тестовых заданий одинакового уровня. Исследование показало, что знания и навыки, полученные обучающимися экспериментальной группы при разработке приложений виртуальной и дополненной реальности, были выше, чем в контрольной. Для определения уровня сформированности навыка разработки приложения VR / AR использовались 5-балльные критерии оценки.
{"title":"Реализация конструктивистского подхода к обучению при разработке приложений виртуальной и дополненной реальности","authors":"М. У. Мукашева, Н. Сорокo, З Калкабаева","doi":"10.31489/2023ped1/85-95","DOIUrl":"https://doi.org/10.31489/2023ped1/85-95","url":null,"abstract":"Конструктивистский подход предполагает приобретение обучающимися новых знаний и навыков на опыте обучения. Однако успешность реализации конструктивистского подхода обусловлена наличием определенных образовательных и материально-технических ресурсов. Поэтому примеры использования конструктивистского подхода в обучении широко не распространены. Данное исследование демонстрирует результативность использования конструктивистского подхода при разработке обучающимися приложений виртуальной и дополненной реальности с использованием доступных платформ, таких как Vuforia и Unity 3D. Для просмотра VR-контента обучающиеся использовали VR-устройства для смартфонов и VR-очки HTC Vive Pro, Oculus Quest 2. В исследовании приняли участие 43 обучающихся из двух вузов по образовательной программе «Вычислительная техника и программное обеспечение» и «Информатика». Студенты, участвовавшие в исследовании, были разделены на экспериментальную и контрольную группы. В обеих группах проводились контрольные работы в виде тестовых заданий одинакового уровня. Исследование показало, что знания и навыки, полученные обучающимися экспериментальной группы при разработке приложений виртуальной и дополненной реальности, были выше, чем в контрольной. Для определения уровня сформированности навыка разработки приложения VR / AR использовались 5-балльные критерии оценки.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115268614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.31489/2023ped1/145-151
A. Mukhametzhanova, M. Kusainova, A. Imanbetov, G. Ayapbergenov, N. Ramashov
This article analyzes the peculiarities of the formation of national values formed during the historical development of the material and spiritual culture of Kazakhstan. National values are the basis of spiritual and moral development, personal education, which are preserved in cultural, historical, family traditions and are passed down from generation to generation and ensure the effective development of the country. The author of the article of pedagogical deontology focuses the professional consciousness of the teacher on the fate of the student, on the principles of trust, empathy and justice. In this context, the primary school teacher's main task is to bring the quality of students' education to the international level, educate them in morality, and actively participate in the creation of the educational process on a national basis. In primary school age, the relationship of national culture is of great importance, in promoting the conscious perception of its values, in assimilating national traditions as values, in accordance with which it is necessary to demand norms of behavior. In this context, the primary school teacher argues that being active in building the educational process on a national basis is the greatest burden, the most important thing, the most sacred duty of teaching
{"title":"Deontological content of the future generation upbringing through national values","authors":"A. Mukhametzhanova, M. Kusainova, A. Imanbetov, G. Ayapbergenov, N. Ramashov","doi":"10.31489/2023ped1/145-151","DOIUrl":"https://doi.org/10.31489/2023ped1/145-151","url":null,"abstract":"This article analyzes the peculiarities of the formation of national values formed during the historical development of the material and spiritual culture of Kazakhstan. National values are the basis of spiritual and moral development, personal education, which are preserved in cultural, historical, family traditions and are passed down from generation to generation and ensure the effective development of the country. The author of the article of pedagogical deontology focuses the professional consciousness of the teacher on the fate of the student, on the principles of trust, empathy and justice. In this context, the primary school teacher's main task is to bring the quality of students' education to the international level, educate them in morality, and actively participate in the creation of the educational process on a national basis. In primary school age, the relationship of national culture is of great importance, in promoting the conscious perception of its values, in assimilating national traditions as values, in accordance with which it is necessary to demand norms of behavior. In this context, the primary school teacher argues that being active in building the educational process on a national basis is the greatest burden, the most important thing, the most sacred duty of teaching","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117158328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the modern and rapidly changing world, the need for qualified specialists in the field of translation is increasing every day. The demands placed on translators by the translation market are also growing. At the moment, training of a future translator implies not only the acquisition of deep theoretical knowledge, but also the formation of a wide range of professional competencies. This article represents the view of the author on how to teach consecutive interpretation with notation. Having presented in chronological order information related to the emergence and development of systems of interpreter’s notation, the author goes deeply into the consideration of the notion and characteristic features of such systems. The factors facilitating and complicating the implementation of consecutive interpretation with notation are given. Training of consecutive interpretation skills done with the help of notation is illustrated by several texts aimed at developing students’ skills and competencies important to render information orally from one language into another one. The author also gives some methodological recommendations for training this subtype of interpretation, presents a list of possible tasks for all types of texts, as well as auxiliary procedures, by which future professionals in the field of interpretation will be able to hone their skills. All assignments are taken from the “Practicum on oral translation” compiled by the author several years ago. She productively applies them at the practical lessons on interpretation with senior university students.
{"title":"Some aspects of teaching future translators consecutive interpretation with notation","authors":"I. Matassova","doi":"10.31489/2023ped1/55-61","DOIUrl":"https://doi.org/10.31489/2023ped1/55-61","url":null,"abstract":"In the modern and rapidly changing world, the need for qualified specialists in the field of translation is increasing every day. The demands placed on translators by the translation market are also growing. At the moment, training of a future translator implies not only the acquisition of deep theoretical knowledge, but also the formation of a wide range of professional competencies. This article represents the view of the author on how to teach consecutive interpretation with notation. Having presented in chronological order information related to the emergence and development of systems of interpreter’s notation, the author goes deeply into the consideration of the notion and characteristic features of such systems. The factors facilitating and complicating the implementation of consecutive interpretation with notation are given. Training of consecutive interpretation skills done with the help of notation is illustrated by several texts aimed at developing students’ skills and competencies important to render information orally from one language into another one. The author also gives some methodological recommendations for training this subtype of interpretation, presents a list of possible tasks for all types of texts, as well as auxiliary procedures, by which future professionals in the field of interpretation will be able to hone their skills. All assignments are taken from the “Practicum on oral translation” compiled by the author several years ago. She productively applies them at the practical lessons on interpretation with senior university students.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128869526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.31489/2022ped4/169-181
Z. Kulsharipova, L. Syrymbetova, Z. Shavaliyeva, S. Temirgalieva, K.D. Baklanova
In the current phase of research, we propose an attempt to reveal the concept and content of career directions from the perspective of training a professionally centered personal activity capable of communicating effectively. Foreign language training is an indivisible part of the general professional training at the university. In the psychological and pedagogical aspect, foreign language culture is another tool of communicative potential and a resource that provides opportunities for a future successful career. The reading skills development and foreign language receptive vocabulary understanding contribute to the lexical skills formation in professional communication and activity. The information-communication technologies use in teaching foreign languages and natural-science subjects in English at the higher education level plays a significant role in educational process. ICT technologies in the choice of the text content and vocabulary direct the learner to mobilize knowledge as much as possible, go to simplifying the vocabulary of the word stock, change the complex, unknown thing to the known, and simpler one, in order to still express the main and major content. This type of technology helps to solve a practical problem where students can present some results of work on the introduction and activation of foreign-language receptive vocabulary in a specific subject area and thematic section. Thus, the effectiveness of specialized professionally-orientated foreign language teaching in a non-linguistic university depends on the properly organized selection of technologies and the method of selecting vocabulary, dividing it into active and receptive, including it in various kinds of tasks and exercises
{"title":"Practical aspects of students - teachers’ successful career training taking into account foreign language education","authors":"Z. Kulsharipova, L. Syrymbetova, Z. Shavaliyeva, S. Temirgalieva, K.D. Baklanova","doi":"10.31489/2022ped4/169-181","DOIUrl":"https://doi.org/10.31489/2022ped4/169-181","url":null,"abstract":"In the current phase of research, we propose an attempt to reveal the concept and content of career directions from the perspective of training a professionally centered personal activity capable of communicating effectively. Foreign language training is an indivisible part of the general professional training at the university. In the psychological and pedagogical aspect, foreign language culture is another tool of communicative potential and a resource that provides opportunities for a future successful career. The reading skills development and foreign language receptive vocabulary understanding contribute to the lexical skills formation in professional communication and activity. The information-communication technologies use in teaching foreign languages and natural-science subjects in English at the higher education level plays a significant role in educational process. ICT technologies in the choice of the text content and vocabulary direct the learner to mobilize knowledge as much as possible, go to simplifying the vocabulary of the word stock, change the complex, unknown thing to the known, and simpler one, in order to still express the main and major content. This type of technology helps to solve a practical problem where students can present some results of work on the introduction and activation of foreign-language receptive vocabulary in a specific subject area and thematic section. Thus, the effectiveness of specialized professionally-orientated foreign language teaching in a non-linguistic university depends on the properly organized selection of technologies and the method of selecting vocabulary, dividing it into active and receptive, including it in various kinds of tasks and exercises","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126779221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Plakhotnik, O. Plakhotnik, Sh. Zhaukumova, N.N Khanina
Contemporary educational system is focused on developing the appropriate ways of equipping future teachers with significant information, skills and abilities that will help them to establish themselves as professionals. The paper considers the problems of improving the learning process of teachers in higher education. Emphasis is placed on the fact that there has been a change in the vector of the educational process towards the learning outcomes from a knowledge-based approach to a practice-oriented approach. The contextual preparation of future high school teachers for self-organization in professional fields refers to a model of the educational environment. According to this model, the subject and social content of the future profession has to be established and professionally oriented situations of self-organization projected. The current goals, objectives, and requirements have to be taken into consideration. To study the level of establishment of the activityrelated and practical components of the competence of self-organization among future teachers in higher education in their professional field, a number of efficient methods are applied. The authors consider all the benefits, challenges, and risks related to the establishment of self-organization among teachers in their profession.
{"title":"Practice-Oriented Approach to the Establishing of Professional Self-Organization among Future Higher Education Teachers","authors":"O. Plakhotnik, O. Plakhotnik, Sh. Zhaukumova, N.N Khanina","doi":"10.31489/2022ped3/35-42","DOIUrl":"https://doi.org/10.31489/2022ped3/35-42","url":null,"abstract":"Contemporary educational system is focused on developing the appropriate ways of equipping future teachers with significant information, skills and abilities that will help them to establish themselves as professionals. The paper considers the problems of improving the learning process of teachers in higher education. Emphasis is placed on the fact that there has been a change in the vector of the educational process towards the learning outcomes from a knowledge-based approach to a practice-oriented approach. The contextual preparation of future high school teachers for self-organization in professional fields refers to a model of the educational environment. According to this model, the subject and social content of the future profession has to be established and professionally oriented situations of self-organization projected. The current goals, objectives, and requirements have to be taken into consideration. To study the level of establishment of the activityrelated and practical components of the competence of self-organization among future teachers in higher education in their professional field, a number of efficient methods are applied. The authors consider all the benefits, challenges, and risks related to the establishment of self-organization among teachers in their profession.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126850933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.31489/2022ped3/122-127
A. Meirbekov, B. Abzhekenova
This article is devoted to the “mind map” method of developing the vocabulary of students in English. In the process of learning a language, the main principle before developing language skills is the development of vocabulary since insufficient vocabulary limits the capabilities of students. It also reduces the student’s activity and interest during the lesson. Improving the quality of education requires the development of a work plan in accordance with the level of education, the interests and values of students, taking into account each level. It is also important to use effective methods to improve the quality of students’ knowledge. Thus, this article aims to learn vocabulary easily using the “mind map” and to make it possible to reuse previously used words using the “mind map”. During the study, a review of the literature on this topic was conducted. As a result, vocabulary development through the “mind map” is presented as a method for improving the effectiveness of the educational process.
{"title":"Using the “mind map” method in the development of students’ vocabulary in English","authors":"A. Meirbekov, B. Abzhekenova","doi":"10.31489/2022ped3/122-127","DOIUrl":"https://doi.org/10.31489/2022ped3/122-127","url":null,"abstract":"This article is devoted to the “mind map” method of developing the vocabulary of students in English. In the process of learning a language, the main principle before developing language skills is the development of vocabulary since insufficient vocabulary limits the capabilities of students. It also reduces the student’s activity and interest during the lesson. Improving the quality of education requires the development of a work plan in accordance with the level of education, the interests and values of students, taking into account each level. It is also important to use effective methods to improve the quality of students’ knowledge. Thus, this article aims to learn vocabulary easily using the “mind map” and to make it possible to reuse previously used words using the “mind map”. During the study, a review of the literature on this topic was conducted. As a result, vocabulary development through the “mind map” is presented as a method for improving the effectiveness of the educational process.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122380939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article demonstrates the development of conceptual ideas of profile education organization in Kazakhstan at the level of general secondary education in the period 1995–2005. The article also systematizes the normative legislative support of profile education at school. Our research interest is related to the design of a 12year school model in Kazakhstan, one aspect of which is the profiling of education in 11–12 grades. High school students’ education profiling is considered as one of the aspects of the model of updated secondary school education, the building of variable education. The organization of school profile education is a matter of education organization in 10–11 grades on the principles of student-centered education, aimed at maintaining and further developing the interests and abilities of students who have completed basic education. The issues of profile education organization at the level of secondary general education have been studied in Kazakhstan since the early 90s of the XX century. In this regard, the system of organizational events outlined in the article, which ensured the introduction of profile education in the model of an 11-year school in the context of the introduction of state compulsory education standards, is relevant. The novelty and uniqueness of the presented material are connected with the position of this article author as a direct participant in the processes of theoretical and methodological understanding of updating the content of school education in Kazakhstan, the organization of legal acts regulating the work of the national school.
{"title":"Development of conceptual ideas and normative legislative support of profile education organization","authors":"С.Д. Муканова","doi":"10.31489/2022ped3/76-83","DOIUrl":"https://doi.org/10.31489/2022ped3/76-83","url":null,"abstract":"The article demonstrates the development of conceptual ideas of profile education organization in Kazakhstan at the level of general secondary education in the period 1995–2005. The article also systematizes the normative legislative support of profile education at school. Our research interest is related to the design of a 12year school model in Kazakhstan, one aspect of which is the profiling of education in 11–12 grades. High school students’ education profiling is considered as one of the aspects of the model of updated secondary school education, the building of variable education. The organization of school profile education is a matter of education organization in 10–11 grades on the principles of student-centered education, aimed at maintaining and further developing the interests and abilities of students who have completed basic education. The issues of profile education organization at the level of secondary general education have been studied in Kazakhstan since the early 90s of the XX century. In this regard, the system of organizational events outlined in the article, which ensured the introduction of profile education in the model of an 11-year school in the context of the introduction of state compulsory education standards, is relevant. The novelty and uniqueness of the presented material are connected with the position of this article author as a direct participant in the processes of theoretical and methodological understanding of updating the content of school education in Kazakhstan, the organization of legal acts regulating the work of the national school.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"758 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113999098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article’s content is based on the materials of an empirical study on the implementation of strategies for developing leadership competencies in the professional development of subject teachers. In this regard, the article presents practice-oriented material related to the analysis of the initial state of the ideas of Kazakhstani teachers about the spheres of influence of leadership on the quality of the school educational environment and its resources (questionnaire and survey results), describing the purpose of the developed educational program of the advanced training course to create a leadership environment in school, as well as strategies propaedeutically used in course preparation. The relevance of the article is due to the need to integrate new pedagogical thinking and activities to improve learning, teaching, and evaluation, which should be correlated with the motivated and consistent promotion of innovation by teachers, and requires their active and systematic research practice. The novelty of the research is thus realised in the article as a scientific and methodological justification of teaching subject teachers in courses (with continuation in post-course support), involving leadership resources in continuous professional and pedagogical development. The research results can be used in the practice of general secondary education (to analyze the initial state of formation and development of the leadership environment in school teaching), in the professional training of future teachers (to create and implement educational programs for the development of leadership competencies), in the professional development system (to monitor the needs of teachers in leadership, development of a post-course support system). The following conclusions are drawn from the research material. Creating a school leadership environment requires teachers’ leadership competencies in the structure of professional competence. The focus of continuous pedagogical development, especially in postgraduate education, is leadership. It includes tools for improving motivation, strategic thinking, vision, proactivity, and intellectual, human, and technological resources management. These tools should be comprehensively and consistently directed to the constructive change of teaching, teaching, and evaluation in the updated content of school education. It is necessary to start with such an organization of the educational process in which educational activities focus on the leadership manifestations of the teacher and students. Further, due to the expanding leadership, leadership needs and manifestations will be in demand in the extracurricular environment, the environment of mentoring teachers, stakeholders, and social partnership, which stimulates the creation of a school leadership environment.
{"title":"Development of teacher leadership as a tool for continuous development in the context of in-service training","authors":"А.Ж. Мурзалинова, Л.С. Альмагамбетова, С.К. Абильдина, А.И. Чокушева, Н.Т. Уалиева","doi":"10.31489/2022ped3/110-121","DOIUrl":"https://doi.org/10.31489/2022ped3/110-121","url":null,"abstract":"The article’s content is based on the materials of an empirical study on the implementation of strategies for developing leadership competencies in the professional development of subject teachers. In this regard, the article presents practice-oriented material related to the analysis of the initial state of the ideas of Kazakhstani teachers about the spheres of influence of leadership on the quality of the school educational environment and its resources (questionnaire and survey results), describing the purpose of the developed educational program of the advanced training course to create a leadership environment in school, as well as strategies propaedeutically used in course preparation. The relevance of the article is due to the need to integrate new pedagogical thinking and activities to improve learning, teaching, and evaluation, which should be correlated with the motivated and consistent promotion of innovation by teachers, and requires their active and systematic research practice. The novelty of the research is thus realised in the article as a scientific and methodological justification of teaching subject teachers in courses (with continuation in post-course support), involving leadership resources in continuous professional and pedagogical development. The research results can be used in the practice of general secondary education (to analyze the initial state of formation and development of the leadership environment in school teaching), in the professional training of future teachers (to create and implement educational programs for the development of leadership competencies), in the professional development system (to monitor the needs of teachers in leadership, development of a post-course support system). The following conclusions are drawn from the research material. Creating a school leadership environment requires teachers’ leadership competencies in the structure of professional competence. The focus of continuous pedagogical development, especially in postgraduate education, is leadership. It includes tools for improving motivation, strategic thinking, vision, proactivity, and intellectual, human, and technological resources management. These tools should be comprehensively and consistently directed to the constructive change of teaching, teaching, and evaluation in the updated content of school education. It is necessary to start with such an organization of the educational process in which educational activities focus on the leadership manifestations of the teacher and students. Further, due to the expanding leadership, leadership needs and manifestations will be in demand in the extracurricular environment, the environment of mentoring teachers, stakeholders, and social partnership, which stimulates the creation of a school leadership environment.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127951080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The active development and application of new digital technologies in education, on the one hand, has opened up new opportunities for improving the efficiency of the university’s business process management. On the other hand, this has led to a significant increase in security threats and the vulnerability of educational institutions to cyber criminals. The recent rapid growth of various incidents regarding cybercrimes shows the insufficiency of traditional approaches to information security. Consequently, information security risk assessment has become an important task for most educational institutions. Several models have been proposed to help educational institutions solve problems with building information security. This article proposes a new hierarchical structured model for assessing information security risks in educational institutions using fuzzy logic. A new method for assessing information security risks is also described using the example of automated control systems or ERP systems (for example, training management systems). The proposed risk assessment of the university was modeled using fuzzy logic in the form of 15 fuzzy machines. In the course of a number of experiments, we carefully studied the assessment of information security risks of various software products used in universities. The proposed method should solve the problem of flexible risk assessment.
{"title":"InfoSec Risk Assessment Methodology based on the example of Learning Management Systems Analysis","authors":"С.А. Абдыманапов, А.Б. Барлыбаев, Б.А. Алтынбек","doi":"10.31489/2022ped3/84-95","DOIUrl":"https://doi.org/10.31489/2022ped3/84-95","url":null,"abstract":"The active development and application of new digital technologies in education, on the one hand, has opened up new opportunities for improving the efficiency of the university’s business process management. On the other hand, this has led to a significant increase in security threats and the vulnerability of educational institutions to cyber criminals. The recent rapid growth of various incidents regarding cybercrimes shows the insufficiency of traditional approaches to information security. Consequently, information security risk assessment has become an important task for most educational institutions. Several models have been proposed to help educational institutions solve problems with building information security. This article proposes a new hierarchical structured model for assessing information security risks in educational institutions using fuzzy logic. A new method for assessing information security risks is also described using the example of automated control systems or ERP systems (for example, training management systems). The proposed risk assessment of the university was modeled using fuzzy logic in the form of 15 fuzzy machines. In the course of a number of experiments, we carefully studied the assessment of information security risks of various software products used in universities. The proposed method should solve the problem of flexible risk assessment.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115278166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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