Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, FORMATION OF STUDENTS’ PROFESSIONAL QUALITIES IN TEACHING A FOREIGN LANGUAGE(2020-12-09); This article deals with the training of future specialists in higher education institutions in accordance with the development of society and the requirements for the individual, the student. As it is known, due to the increased requirements for the level of training of future specialists in higher education institutions, the social demand for future specialists is quite high, both for themselves and for the individual. In addition, the formation of motivation for professional training of students in higher educational institutions was considered from the point of view of a stable orientation and motivation system. In the process of professional training, personal development is carried out. The formation of a professional personality begins from the moment of choosing a profession and continues throughout life. Many competitions have shown that the formation of professional training of students in teaching English in higher education institutions is not profitable without motives, needs and interests. Therefore, motives, needs and interests are considered as structural components of motivation.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, FORMATION OF STUDENTS’ PROFESSIONAL QUALITIES IN TEACHING A FOREIGN LANGUAGE(2020-12-09); This article deals with the training of future specialists in higher education institutions in accordance with the development of society and the requirements for the individual, the student. As it is known, due to the increased requirements for the level of training of future specialists in higher education institutions, the social demand for future specialists is quite high, both for themselves and for the individual. In addition, the formation of motivation for professional training of students in higher educational institutions was considered from the point of view of a stable orientation and motivation system. In the process of professional training, personal development is carried out. The formation of a professional personality begins from the moment of choosing a profession and continues throughout life. Many competitions have shown that the formation of professional training of students in teaching English in higher education institutions is not profitable without motives, needs and interests. Therefore, motives, needs and interests are considered as structural components of motivation.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, VOlUNTEERING AS A MEANS OF DEVELOPING THE PERSONAL AND PROFESSIONAL QUALITIES OF FUTURE STUDENTS OFSPECIAL EDUCATION(Ablai Khan University, 2025-09-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psychological abilities as a predictor of personal and professional self-development of future educational psychologists(Al-Farabi Kazakh National University, 2026-03-19); G. YuzhelThe article examines psychological abilities as predictors of personal and professional self-development of future educational psychologists in the context of the transformation of modern education. The relevance of the study is determined by the increasing demands placed on psychological activity, subjectivity, and internal resources of helping professionals. The aim of the research is to provide theoretical justification and experimental verification of the assumption that psychological abilities serve as a significant foundation for the personal and professional self-development of future educational psychologists. The scientific significance of the study lies in clarifying the content of the concept of “psychological ability” and substantiating its component structure as an integrative construct that includes personally and professionally significant qualities. The practical significance is associated with the possibility of applying the obtained results in educational settings, in the professional training of educational psychologists, and in the development of programs aimed at enhancing students’ self-development and psychological activity. The methodological basis of the research includes a theoretical analysis of philosophical, psychological, and pedagogical sources, as well as an empirical study conducted using V. Andreev’s “Assessment of Self-Development Ability” methodology. The experiment involved 361 students (future educational psychologists and students of other academic programs). Data were processed using descriptive statistics and Student’s t-test for independent samples. The results showed that the mean level of self-development ability among future educational psychologists corresponds to a below-average level (M₁ = 39.74), while among students of other academic programs it corresponds to an average level (M₂ = 40.12). No statistically significant differences between the groups were found (p > 0.05). It was established that in both groups the distribution of self-development ability levels was predominantly concentrated within the average range. The study contributes to the development of an integrative approach to the analysis of abilities, combining cognitive, social, and life resources of personality. The practical value of the findings lies in their potential application in designing educational programs focused on fostering students’ self-development and psychological activity, as well as in professional rehabilitation and further comparative research in related fields. Keywords: skills, intelligence, professional qualities, ability, self-development, psychological ability, personal qualities.