Жарияланымдар / Публикации

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Автор: search.filters.author.L.A. LebedevaТема: search.filters.subject.teacher professional development

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    Тип записи:Публикация,
    The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology
    (kassel university press, 2019-11-29)
    Yelena Agranovich
    ;
    Amina Amirova
    ;
    Larissa Yevgenievna Ageyeva
    ;
    L.A. Lebedeva
    ;
    Sholpan Aldibekova
    This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.
    Цитирования (OpenAlex) 46Цитирования (OpenCitations) 19
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    Тип записи:Публикация,
    Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan
    (2026-06-15)
    D. E. Kuatbayeva
    ;
    Gulshakhan Alimbekova
    ;
    L.A. Lebedeva
    ;
    Aliya Akzholova
    ;
    Bitibayeva Zhazira
    The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.