The article is devoted to the analysis of the advantages and disadvantages of the platforms used in the distance education system of the Republic of Kazakhstan. The most popular distance learning platforms used by teachers and students in schools, colleges and universities, namely such platforms as Zoom, WebEx and Microsoft Teams have been examined. Having analyzed the features of these platforms described in IT-literature, the author came to the conclusion that the most functional platform for conducting online-classes was the Microsoft Teams platform, which was also confirmed by the results of a survey among Karaganda students and schoolchildren. The survey involved 100 people aged 14 to 27 years, most of whom were university students (70 %). At the time of the survey, 85 % of respondents were dissatisfied with the distance learning process, mainly due to the poor Internet connection, as well as the low quality of the educational materials demonstrated by teachers. According to the survey results, the platform Zoom turned out to be the most used platform for distance learning chosen as the leading educational platform by teachers, while the students themselves preferred the Microsoft Teams platform as the most convenient one for online classes due to easy sign-in, the opportunity to save learning materials and other useful services of the platform.
{"title":"To the question of choosing the best platform for distance learning","authors":"V. A. Burmistrova","doi":"10.31489/2022ped4/58-64","DOIUrl":"https://doi.org/10.31489/2022ped4/58-64","url":null,"abstract":"The article is devoted to the analysis of the advantages and disadvantages of the platforms used in the distance education system of the Republic of Kazakhstan. The most popular distance learning platforms used by teachers and students in schools, colleges and universities, namely such platforms as Zoom, WebEx and Microsoft Teams have been examined. Having analyzed the features of these platforms described in IT-literature, the author came to the conclusion that the most functional platform for conducting online-classes was the Microsoft Teams platform, which was also confirmed by the results of a survey among Karaganda students and schoolchildren. The survey involved 100 people aged 14 to 27 years, most of whom were university students (70 %). At the time of the survey, 85 % of respondents were dissatisfied with the distance learning process, mainly due to the poor Internet connection, as well as the low quality of the educational materials demonstrated by teachers. According to the survey results, the platform Zoom turned out to be the most used platform for distance learning chosen as the leading educational platform by teachers, while the students themselves preferred the Microsoft Teams platform as the most convenient one for online classes due to easy sign-in, the opportunity to save learning materials and other useful services of the platform.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"50 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":"129671566","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: 10.31489/2022ped4/107-113
S. Ayazbayeva, K. Tleuzhanova, A. Zhuman, M. Yessekeshova, V.P. Tarantsei
This article is dedicated to the characteristics of how intercultural indication brings out surrounded by undergraduates during the progression of their lincoln education. It is essential to remuneration consideration to and evaluation the subject-matter of stereotypes in the cognitive semantics of underdeveloped intercultural indication readiness in progression to chalk up an all-inclusive compassionate of the sophistication of the communication continuance studied. on the authority of the article, continuance prearranged for cross-cultural indication press for an integrative individual contemporary materialization that incorporates the highest commensurate of social, functional, and sociocultural competencies. It furthermore press for at littlest an introductory compassionate of a strange communication extremely as linguistic and ethnical placements and communicatory skills. The originators attraction the determination that studying a strange communication proffers unconditionally unparalleled possibilities for underdeveloped students' intercultural indication preparedness. Undergraduates chalk up a hold together consciousness of communication as a collective phenomena when they become versed a contemporary language, which furthermore lend a hand them to constitute their cognitive, linguistic, and enthusiastic skills
{"title":"Formation and tendencies of intercultural communication effectiveness in the period of COVID-19","authors":"S. Ayazbayeva, K. Tleuzhanova, A. Zhuman, M. Yessekeshova, V.P. Tarantsei","doi":"10.31489/2022ped4/107-113","DOIUrl":"https://doi.org/10.31489/2022ped4/107-113","url":null,"abstract":"This article is dedicated to the characteristics of how intercultural indication brings out surrounded by undergraduates during the progression of their lincoln education. It is essential to remuneration consideration to and evaluation the subject-matter of stereotypes in the cognitive semantics of underdeveloped intercultural indication readiness in progression to chalk up an all-inclusive compassionate of the sophistication of the communication continuance studied. on the authority of the article, continuance prearranged for cross-cultural indication press for an integrative individual contemporary materialization that incorporates the highest commensurate of social, functional, and sociocultural competencies. It furthermore press for at littlest an introductory compassionate of a strange communication extremely as linguistic and ethnical placements and communicatory skills. The originators attraction the determination that studying a strange communication proffers unconditionally unparalleled possibilities for underdeveloped students' intercultural indication preparedness. Undergraduates chalk up a hold together consciousness of communication as a collective phenomena when they become versed a contemporary language, which furthermore lend a hand them to constitute their cognitive, linguistic, and enthusiastic skills","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"38 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":"133407204","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: 10.31489/2022ped4/129-138
Х.К. Абдрахманова, Қ.Б. Кудайбергенова, Х. Йамак
The article is devoted to the study of awareness of students of higher educational institutions about STEM approach and what work related to this approach is carried out at the universities. Based on world experience, we know that this method provides an interdisciplinary approach to teaching learners of natural sciences in order to provide them with comprehensive and deep knowledge. One of the areas of STEM is robotics, which is already being implemented in schools, but has not yet received wide implementation in universities. The Ministry of Education of Kazakhstan promotes the acquisition of STEM classrooms and laboratories by schools and universities, and the Y. Altynsarin National Academy of Education has developed methodological recommendations for the implementation of the STEM method. Currently, classrooms, centers and laboratories of 3D modeling and robotics are being opened and introduced into the educational process in schools and higher educational institutions. Currently, with the support of the Chevron company, the educational organization "Caravan Knowledge" is engaged in the preparation of methodological instructions, the organization of STEAM video lessons, STEAM decade and conferences within the framework of the roadmap for the development of STEAM education for 2021-2025. This indicates that the STEM education is under development. In this regard, the article examines how much future teachers are ready to apply the STEM method in school.
{"title":"The readiness of future physics teachers for STEM education","authors":"Х.К. Абдрахманова, Қ.Б. Кудайбергенова, Х. Йамак","doi":"10.31489/2022ped4/129-138","DOIUrl":"https://doi.org/10.31489/2022ped4/129-138","url":null,"abstract":"The article is devoted to the study of awareness of students of higher educational institutions about STEM approach and what work related to this approach is carried out at the universities. Based on world experience, we know that this method provides an interdisciplinary approach to teaching learners of natural sciences in order to provide them with comprehensive and deep knowledge. One of the areas of STEM is robotics, which is already being implemented in schools, but has not yet received wide implementation in universities. The Ministry of Education of Kazakhstan promotes the acquisition of STEM classrooms and laboratories by schools and universities, and the Y. Altynsarin National Academy of Education has developed methodological recommendations for the implementation of the STEM method. Currently, classrooms, centers and laboratories of 3D modeling and robotics are being opened and introduced into the educational process in schools and higher educational institutions. Currently, with the support of the Chevron company, the educational organization \"Caravan Knowledge\" is engaged in the preparation of methodological instructions, the organization of STEAM video lessons, STEAM decade and conferences within the framework of the roadmap for the development of STEAM education for 2021-2025. This indicates that the STEM education is under development. In this regard, the article examines how much future teachers are ready to apply the STEM method in school.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"15 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":"114544229","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: 10.31489/2022ped3/103-109
Е.Н. Дауенов
At the beginning of the 21st century (2003), the researcher defined the essence of a paradigmatic approach to the preservation of a historical and logical system with a new worldview. In the disciplines of phylogenetic orientation, the idea of orientation to the result of the versioned construction of a new philosophical, reasonable position is the spiritual wealth of the modern Republic of Kazakhstan. The mentioned scientific work defines the importance of orientation of students’ levels to individual opportunities. During the experimental work, we decided to realize the goal of creating a model “development of students’ axiological worldview on educational objects”.The very implementation of the model depends on the ability to effectively apply innovative learning technologies. The possibility of achieving results in the unity of problematic, modular, professionally-oriented technologies with the differentiation of spiritual values from the content of education is proved. The necessity of software technology in solving the problem is noted. The significance of the application of information technologies to these technologies is determined. In the implementation of all this, the need to develop an empirical, algorithmic, stochastic, theoretical basis of paradigms is comprehensively justified. The selection of the necessary values in the content of general education for students and students should be carried out from the educational form.
{"title":"Development of an axiological paradigm in the education system based on national identity","authors":"Е.Н. Дауенов","doi":"10.31489/2022ped3/103-109","DOIUrl":"https://doi.org/10.31489/2022ped3/103-109","url":null,"abstract":"At the beginning of the 21st century (2003), the researcher defined the essence of a paradigmatic approach to the preservation of a historical and logical system with a new worldview. In the disciplines of phylogenetic orientation, the idea of orientation to the result of the versioned construction of a new philosophical, reasonable position is the spiritual wealth of the modern Republic of Kazakhstan. The mentioned scientific work defines the importance of orientation of students’ levels to individual opportunities. During the experimental work, we decided to realize the goal of creating a model “development of students’ axiological worldview on educational objects”.The very implementation of the model depends on the ability to effectively apply innovative learning technologies. The possibility of achieving results in the unity of problematic, modular, professionally-oriented technologies with the differentiation of spiritual values from the content of education is proved. The necessity of software technology in solving the problem is noted. The significance of the application of information technologies to these technologies is determined. In the implementation of all this, the need to develop an empirical, algorithmic, stochastic, theoretical basis of paradigms is comprehensively justified. The selection of the necessary values in the content of general education for students and students should be carried out from the educational form.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"83 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":"126991431","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: 10.31489/2022ped4/189-200
С.А. Абдыманапов, А.С. Тургинбаева, Н. Ұзаққызы
The relevance of the research in this article is due to the problem of rendering the evaluation function of texts, taking into account their uniqueness and informative literacy in the use of various literary sources in the framework of the exclusion of plagiarism and a large proportion of borrowing. The purpose of the article is to develop methodological parameters of the model of writing and verification of written works with an analysis of their content in the fact of detecting plagiarism of writing texts. The leading method to investigate this problem was testing developed by V. Sinyavsky and B.A. Fedorishin's «Methodology for assessing communicative and organizational abilities», which allows us to identify the main functional characteristics necessary for performing written works with a high level of uniqueness, in the form of answers to questions or writing informational texts, which will allow us to identify the main methodological criteria in the development of study methods to avoid plagiarism, and also conducted a survey of teachers for significant factors assessment of knowledge in their diverse functioning when checking student texts. The article presents the methodological foundations of the model of writing and checking students' written works for their uniqueness, including factors for evaluating the competent information part, personal analysis based on conclusions and statements at the level of the degree of expression of personal attitude to the subject of the text, and methodical gradual disclosure of the topic based on the deep knowledge of the teaching staff of publications on a given topic, which will create the opportunity to see the borrowing of the text of other authors, the direction of thought and attitude to the described problem of the student, and it will also create conditions for timely corrective work in the identified elements that need this. The developed model of evaluation of written works creates conditions for the activation of independent work at the level of analysis, development of thinking, communication, search, which makes it possible to strengthen the quality of educational activities among students, and will avoid plagiarism at the level of other works, as well as create an opportunity to determine the availability of knowledge and skills at the level of the individual's personality, which is of practical importance for the field of education.
{"title":"Checking students' written works for plagiarism in the text","authors":"С.А. Абдыманапов, А.С. Тургинбаева, Н. Ұзаққызы","doi":"10.31489/2022ped4/189-200","DOIUrl":"https://doi.org/10.31489/2022ped4/189-200","url":null,"abstract":"The relevance of the research in this article is due to the problem of rendering the evaluation function of texts, taking into account their uniqueness and informative literacy in the use of various literary sources in the framework of the exclusion of plagiarism and a large proportion of borrowing. The purpose of the article is to develop methodological parameters of the model of writing and verification of written works with an analysis of their content in the fact of detecting plagiarism of writing texts. The leading method to investigate this problem was testing developed by V. Sinyavsky and B.A. Fedorishin's «Methodology for assessing communicative and organizational abilities», which allows us to identify the main functional characteristics necessary for performing written works with a high level of uniqueness, in the form of answers to questions or writing informational texts, which will allow us to identify the main methodological criteria in the development of study methods to avoid plagiarism, and also conducted a survey of teachers for significant factors assessment of knowledge in their diverse functioning when checking student texts. The article presents the methodological foundations of the model of writing and checking students' written works for their uniqueness, including factors for evaluating the competent information part, personal analysis based on conclusions and statements at the level of the degree of expression of personal attitude to the subject of the text, and methodical gradual disclosure of the topic based on the deep knowledge of the teaching staff of publications on a given topic, which will create the opportunity to see the borrowing of the text of other authors, the direction of thought and attitude to the described problem of the student, and it will also create conditions for timely corrective work in the identified elements that need this. The developed model of evaluation of written works creates conditions for the activation of independent work at the level of analysis, development of thinking, communication, search, which makes it possible to strengthen the quality of educational activities among students, and will avoid plagiarism at the level of other works, as well as create an opportunity to determine the availability of knowledge and skills at the level of the individual's personality, which is of practical importance for the field of education.","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":"130216832","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 highlights the results of a study devoted to the development of universal metacognitive skills. The main purpose of the work is the development of students’ metacognitive skills. An attempt to integrate metacognitive instructions into the learning environment and the preparation of instructions suitable for a particular learning environment have brought certain results. Metacognitive instruction is conducted outside of disciplines, the research is focused on universal, interdisciplinary metacognitive skills of students and their development. The participants are 29 students of 1-st year of the educational program “Psychology” of the M.H. Dulaty Taraz Regional University, who studied in a blended format because of the pandemic. The first instruction of the study — the formation of ideas about metacognition among students is based on the theoretical conclusions of scientists who conducted research on metacognition, the second instruction — setting goals in the study of disciplines by students, is based on the well-known traditional method of developing metacognition — structured written reflection, the third — “What approach to learning do you use?” — the methodology developed by the Edinburgh Center for Research in Teaching and Instruction, translated into Kazakh. The study results confirm the conclusions of studies by foreign authors that the development of metacognitive skills is more effective when accompanied by a cognitive component. The most useful and effective instruction among the three listed, we can call setting goals in the study of disciplines among students. The general conclusion of the study is the conditionality and necessity of metacognitive instructions among 1st-year students.
{"title":"Development of universal metacognitive skills of students","authors":"Ү.Б. Мәлік","doi":"10.31489/2022ped3/43-52","DOIUrl":"https://doi.org/10.31489/2022ped3/43-52","url":null,"abstract":"The article highlights the results of a study devoted to the development of universal metacognitive skills. The main purpose of the work is the development of students’ metacognitive skills. An attempt to integrate metacognitive instructions into the learning environment and the preparation of instructions suitable for a particular learning environment have brought certain results. Metacognitive instruction is conducted outside of disciplines, the research is focused on universal, interdisciplinary metacognitive skills of students and their development. The participants are 29 students of 1-st year of the educational program “Psychology” of the M.H. Dulaty Taraz Regional University, who studied in a blended format because of the pandemic. The first instruction of the study — the formation of ideas about metacognition among students is based on the theoretical conclusions of scientists who conducted research on metacognition, the second instruction — setting goals in the study of disciplines by students, is based on the well-known traditional method of developing metacognition — structured written reflection, the third — “What approach to learning do you use?” — the methodology developed by the Edinburgh Center for Research in Teaching and Instruction, translated into Kazakh. The study results confirm the conclusions of studies by foreign authors that the development of metacognitive skills is more effective when accompanied by a cognitive component. The most useful and effective instruction among the three listed, we can call setting goals in the study of disciplines among students. The general conclusion of the study is the conditionality and necessity of metacognitive instructions among 1st-year students.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"72 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":"130120918","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 study considers the psychological aspects of the development of language reflection of the individual. The relevance of the article is the study of the current state of reflection, the study of the student's inner feelings and thoughts, emotional state, the specifics of their actions, thereby developing the student's reflection, based on the scientific views of psychologists of different centuries. The novelty of the research is to determine the need for the student not only to understand himself, but also to take into account the actions and cognitive concepts of the external environment, to recall actions, to develop consciousness, cognition, thinking, to determine the impact of correct thinking on future plans. The author expresses his scientific views and fresh ideas, based on the scientific concepts of domestic and foreign scientists. The methods of induction, deduction, generalization, analogy, modeling were used in the study. As a result of the research, the author proposed a new model for the development of cognitive and intellectual reflection of young people in the country, based on the concept of the famous scientist Shchedrovitsky to study the situation, identify difficulties in action, identify the causes of difficulties, self-criticism. In addition, based on the views of domestic and foreign scientists, a model for the development of cognitive reflection of the student was proposed, taking into account the development of the ability to think through comprehension and attention.
{"title":"Phycological bases of Development of cognitive, action, emotional reflection of students","authors":"A. K. Toktanova, M.T Dzhakipbekova","doi":"10.31489/2022ped4/31-38","DOIUrl":"https://doi.org/10.31489/2022ped4/31-38","url":null,"abstract":"The study considers the psychological aspects of the development of language reflection of the individual. The relevance of the article is the study of the current state of reflection, the study of the student's inner feelings and thoughts, emotional state, the specifics of their actions, thereby developing the student's reflection, based on the scientific views of psychologists of different centuries. The novelty of the research is to determine the need for the student not only to understand himself, but also to take into account the actions and cognitive concepts of the external environment, to recall actions, to develop consciousness, cognition, thinking, to determine the impact of correct thinking on future plans. The author expresses his scientific views and fresh ideas, based on the scientific concepts of domestic and foreign scientists. The methods of induction, deduction, generalization, analogy, modeling were used in the study. As a result of the research, the author proposed a new model for the development of cognitive and intellectual reflection of young people in the country, based on the concept of the famous scientist Shchedrovitsky to study the situation, identify difficulties in action, identify the causes of difficulties, self-criticism. In addition, based on the views of domestic and foreign scientists, a model for the development of cognitive reflection of the student was proposed, taking into account the development of the ability to think through comprehension and attention.","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":"129610525","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 problem of the development of the educational program «Physics» does not lose its relevance and requires the development of new approaches. A promising direction for the development of the educational program is the introduction of new academic disciplines. The article discusses the stages of developing an integral methodological system of teaching and introducing a new discipline «Evolution of the Universe and problems of nuclear astrophysics» into the educational program «Physics». The main stages of experimental work on the introduction of the discipline and the evaluation of its results are described. The methodology of the study was determined by dialectical, problem-activity, system-synergetic and personality-developing approaches. A system of teaching methods has been developed, among which the problem-search method is singled out as the dominant one. The problem-based search method is accompanied by the use of a developed modern educational and methodological complex and appropriate means of active and interactive learning. The stages of the experiment are described, as well as the difficulties of conducting it online. Based on the data analysis, factors are identified and the potential of the author's methodology is revealed as a result of the manifestation of mutual connections between methodological approaches. The important points of interest for the continuation of research, for the further scientific and methodological development of the author's methodological system are revealed. A comparative analysis of the results of theoretical and experimental research is carried out, the main elements of the discipline, its purpose, objectives and content are described. It is shown that each element of the author's methodological system has its own characteristics, specifics and methodological support.
{"title":"The influence of new disciplines on the development of the educational program «physics»: the results of an experimental study","authors":"Д.М Насирова, Ж.М. Битибаева, Е.В. Пономаренко, В.Н. Косов","doi":"10.31489/2022ped4/75-82","DOIUrl":"https://doi.org/10.31489/2022ped4/75-82","url":null,"abstract":"The problem of the development of the educational program «Physics» does not lose its relevance and requires the development of new approaches. A promising direction for the development of the educational program is the introduction of new academic disciplines. The article discusses the stages of developing an integral methodological system of teaching and introducing a new discipline «Evolution of the Universe and problems of nuclear astrophysics» into the educational program «Physics». The main stages of experimental work on the introduction of the discipline and the evaluation of its results are described. The methodology of the study was determined by dialectical, problem-activity, system-synergetic and personality-developing approaches. A system of teaching methods has been developed, among which the problem-search method is singled out as the dominant one. The problem-based search method is accompanied by the use of a developed modern educational and methodological complex and appropriate means of active and interactive learning. The stages of the experiment are described, as well as the difficulties of conducting it online. Based on the data analysis, factors are identified and the potential of the author's methodology is revealed as a result of the manifestation of mutual connections between methodological approaches. The important points of interest for the continuation of research, for the further scientific and methodological development of the author's methodological system are revealed. A comparative analysis of the results of theoretical and experimental research is carried out, the main elements of the discipline, its purpose, objectives and content are described. It is shown that each element of the author's methodological system has its own characteristics, specifics and methodological support.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"92 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":"127856922","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: 10.31489/2022ped4/155-168
A. Zhaitapova, F. Nametkulova, A. Orakova, T. Kornilova
The article examines the conceptual foundations of continuous pedagogical education and its promotion in the Republic of Kazakhstan. The authors analyze the organization and management of continuing education, consider the design of a model of continuing pedagogical education, which includes a wide range of issues from the definition of the conceptual content, structure and stages of its functioning to the mechanisms of its implementation. The theoretical and methodological foundations of teacher training in the system of continuing professional education are determined based on the analysis of many sources, including normative legal acts and scientific and methodological literature. The approaches and principles implemented in continuing education, which is a single, holistic and integrated process, are disclosed. The main components of this process are three types of educational activity — formal, informal and informational, designated in modern theory and practice as an "educational triad". The authors present a component-competence model of a teacher in the system of continuing education with the definition of the levels of professional components of activity and, accordingly, the development, at the moment of the study, of the general competencies of teachers. The relevance of this article is due to the results of studying the demand for professionally educated and qualified specialists in modern society, a social order aimed at acquiring competitive competencies by them. The authors thank the Ministry of Education and Science of the Republic of Kazakhstan for the organization and grant support of the project scientific research under the coordination of the National Academy of Education named after Ybray Altynsarin for the development of the system of continuing pedagogical education in the context of Life-Long Learning.
{"title":"Promoting continuous pedagogical education in the Republic of Kazakhstan","authors":"A. Zhaitapova, F. Nametkulova, A. Orakova, T. Kornilova","doi":"10.31489/2022ped4/155-168","DOIUrl":"https://doi.org/10.31489/2022ped4/155-168","url":null,"abstract":"The article examines the conceptual foundations of continuous pedagogical education and its promotion in the Republic of Kazakhstan. The authors analyze the organization and management of continuing education, consider the design of a model of continuing pedagogical education, which includes a wide range of issues from the definition of the conceptual content, structure and stages of its functioning to the mechanisms of its implementation. The theoretical and methodological foundations of teacher training in the system of continuing professional education are determined based on the analysis of many sources, including normative legal acts and scientific and methodological literature. The approaches and principles implemented in continuing education, which is a single, holistic and integrated process, are disclosed. The main components of this process are three types of educational activity — formal, informal and informational, designated in modern theory and practice as an \"educational triad\". The authors present a component-competence model of a teacher in the system of continuing education with the definition of the levels of professional components of activity and, accordingly, the development, at the moment of the study, of the general competencies of teachers. The relevance of this article is due to the results of studying the demand for professionally educated and qualified specialists in modern society, a social order aimed at acquiring competitive competencies by them. The authors thank the Ministry of Education and Science of the Republic of Kazakhstan for the organization and grant support of the project scientific research under the coordination of the National Academy of Education named after Ybray Altynsarin for the development of the system of continuing pedagogical education in the context of Life-Long Learning.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"215 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":"122437838","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: 10.31489/2022ped4/97-106
С. А. Шункеева, Г.С Акыбаева, С.Д. Муканова
The article presents the results of the analysis of the best practice of learning outcomes assessment in the German higher education system. The analysis compares a wide range of approaches to learning outcomes assessment, lists assessment methods, the choice of which is determined by the tested competencies and the assessed learning outcomes. Assessment of learning outcomes is considered in the context of national qualification systems that operate with the category of «learning outcomes», including the concept of competence. In order to distinguish these concepts, the article discusses the use and meaning of the terms «learning outcomes» and «competencies». In addition, the emphasis is placed on the generally accepted definition of competence in European countries as a degree of independence and responsibility. As a result of the analysis of the practice of learning outcomes assessment in the German higher education system, the authors of the article highlight important points that can be borrowed or adapted to the conditions of the domestic higher education system: differentiation of learning outcomes in conformance with the levels of education according to B. Bloom's taxonomy; credits award (ECTS) for learning outcomes; widespread use of assessment methods and tools, described in the article; implementation of technological maps in the framework of learning outcomes assessment and etc.
{"title":"Assessment of learning outcomes in the higher education system (from the experience of Germany)","authors":"С. А. Шункеева, Г.С Акыбаева, С.Д. Муканова","doi":"10.31489/2022ped4/97-106","DOIUrl":"https://doi.org/10.31489/2022ped4/97-106","url":null,"abstract":"The article presents the results of the analysis of the best practice of learning outcomes assessment in the German higher education system. The analysis compares a wide range of approaches to learning outcomes assessment, lists assessment methods, the choice of which is determined by the tested competencies and the assessed learning outcomes. Assessment of learning outcomes is considered in the context of national qualification systems that operate with the category of «learning outcomes», including the concept of competence. In order to distinguish these concepts, the article discusses the use and meaning of the terms «learning outcomes» and «competencies». In addition, the emphasis is placed on the generally accepted definition of competence in European countries as a degree of independence and responsibility. As a result of the analysis of the practice of learning outcomes assessment in the German higher education system, the authors of the article highlight important points that can be borrowed or adapted to the conditions of the domestic higher education system: differentiation of learning outcomes in conformance with the levels of education according to B. Bloom's taxonomy; credits award (ECTS) for learning outcomes; widespread use of assessment methods and tools, described in the article; implementation of technological maps in the framework of learning outcomes assessment and etc.","PeriodicalId":336594,"journal":{"name":"Bulletin of the Karaganda University. Pedagogy series","volume":"17 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":"123264477","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：