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Organization of teaching practice of future primary school teachers in the context of dual training system
(Emerald Publishing Limited, 2018-04-24)
Natalia Khan
;
Aigul Syzdykbayeva
;
Fariza Kinzhibayeva
;
Gulmira Demesheva
;
Oryngul Abilova
Purpose The purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university. Design/methodology/approach The instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula. Findings The paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach. Originality/value The authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.
Цитирования (OpenAlex) 7Цитирования (OpenCitations) 7
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Training of future teachers for the implementation of continuity of pre-school and primary mathematical education
(State University of Yogyakarta, 2022-05-30)
Aigul Syzdykbayeva
;
Fariza Kinzhibayeva
;
Assel Akpayeva
;
Larissa Yevgenievna Ageyeva
;
M. Zh. Мynzhasarova
The article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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Development of Innovative Activities of Future Design Specialists Based on Student-Centred Learning
(2023-01-01)
Zhazira Stambekova
;
Raissa Izmagambetova
;
Fariza Kinzhibayeva
;
Karim Baigutov
;
K. Kudabaeva
The study explored the association between student-centred teachings and innovative skill development in art design students.Furthermore, the role of students' engagement and students' performance was assessed using a student-centred approach and students' innovative skills.Furthermore, the importance of the student-centred approach among art and design students in the sixth, seventh, and eighth semesters was assessed.In total, 365 students were included in the study: 115 from the sixth semester, 120 from the seventh semester, and 130 from the eighth semester from Abai Kazakh National Pedagogical University, Institute of Arts, Culture, and Sports.The data collection was performed at three different periods using a time-lag approach.Furthermore, it was found that students' creative skills are positively associated with student-centred teaching methodologies.Whereas students' level of engagement is directly linked with the student-centred approach, and students' engagement is directly associated with students' innovative skills.Similarly, students' performance is positively associated with the student-centred approach and innovative skills.The study highlighted the importance of student-centred teaching methodologies in developing students' performance and engagement.Lastly, students' innovative skills in art and design can be developed using a research model by focusing on the teaching methodologies, students' engagement, and the need for innovative skills for future design specialists.
Цитирования (OpenAlex) 2

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