Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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2025 - 20262

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Тип доступа: НеизвестноТема: search.filters.subject.family collaboration

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    Organisation of psychological and pedagogical support for pre-vocational education of disabled students
    (Conscientia Beam, 2025-10-17)
    Zulfiya Movkebayeva
    ;
    Aitolkyn Duzelbayeva
    ;
    Zhigitov Alibek Bekezhanovich
    ;
    Д.С. Хамитова
    ;
    Kabdyrova Ainur Askarbekovna
    The aim of this research is to establish a psychological and pedagogical support organization for the pre-vocational education of students with disabilities. In this context, information was collected from teachers of students with disabilities in pre-vocational education regarding educational processes, support methods, needs, individual differences, family cooperation, resources used, teacher competencies, success and evaluation processes, psychological support, and development suggestions through a semi-structured interview form. Four male teachers and 14 female teachers aged between 20 and 49 years participated in the study. The findings indicated that teachers reported problems with the self-efficacy of individuals with disabilities, difficulties in communication with peers, and communication problems overall. Teachers emphasized that maintaining high motivation levels, providing psychological support, utilizing interactive and practical resources, and employing auxiliary educational materials are important in overcoming these issues. It was concluded that individualized teaching programs and cooperation with families are essential in this context. Additionally, teachers argued that creating a flexible and individualized educational environment for individuals with different disabilities is necessary. Ultimately, it was concluded that the education processes for individuals with disabilities should be organized within pre-vocational education. It is recommended that teachers, students, and families be informed about disability education processes.
    Цитирования (OpenAlex) 1
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    Assessing the pedagogical readiness of preschool teachers in integrating Kumon methodologies within early childhood STEM frameworks
    (Modestum Limited, 2026-09-25)
    Lyazzat Z. Bekbaul
    ;
    Anar A. Alimbekova
    ;
    Bulshekbayeva Assem
    ;
    S.M. NURBEKOVA
    Integrating the Kumon method into preschool settings requires teaching competencies existing self-efficacy instruments do not capture. This study developed and validated a nine-dimensional preschool teacher self-efficacy scale for Kumon-oriented instruction, spanning child development knowledge, individual assessment, scaffolding, self-directed learning, mastery-based teaching, motivation, family partnership, literacy and mathematics content knowledge, and STEM integration, administered to 204 preschool teachers in southern Kazakhstan. Confirmatory factor analysis supported each subscale (CFI = .953-.999), with high internal consistency across all dimensions (α = .959-.981). Neither Kumon nor STEM teaching experience differentiated self-efficacy scores. Teaching experience showed a non-linear pattern, with mid-career teachers scoring lower than novice and senior teachers; education level had no predictive value. Latent profile analysis identified three distinct profiles, high (41.2%), moderate (40.7%), and low competency (18.1%), with mid-career teachers overrepresented in the low-competency class. STEM integration was consistently the weakest dimension, with implications for professional development in early childhood instruction..