Жарияланымдар / Публикации

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

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2023 - 20262

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Дата начала: 2023Тема: search.filters.subject.collaboration

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    The Study of Effective Methods and Strategies for the Professional Development of Educators: Mentorship, Collaboration, and Self-Organization Skills
    (2023-11-23)
    Abay Duisenbayev
    ;
    Zulfiya Shavaliyeva
    ;
    Inkar Khassanova
    ;
    Shynar Turebayeva
    ;
    Salima Seitenova
    It is essential for prospective teachers to be skilled in planning learning-teaching processes correctly and using teaching strategies and methods effectively. In this context, it is important for them to have the skills of using learning strategies, mentoring and self-regulation and to work collaboratively. The purpose of this study is to examine the relationships between mentoring, collaborative work and self-regulation skills of prospective teachers and their ability to use teaching strategies and methods. The study, which was designed with the correlational survey model, was conducted in 5 different universities in Kazakhstan in the academic year 2022-2023. The research sample consisted of 253 prospective teachers. According to the findings of the study, prospective teachers' mentoring, collaborative work, self-regulation skills, and use of teaching strategies and methods were found to be at a moderate level. According to another finding of the study, prospective teachers' mentoring, collaborative working and self-regulation skills and their ability to use instructional strategies and methods increased significantly as the grade level increased. Finally, according to the regression analysis, mentoring, collaborative work and self-regulation skills of prospective teachers significantly predicted their ability to use instructional strategies and methods.
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    PREPARING PRE-SERVICE TEACHERS TO FOSTER AND APPLY THE FOUR CS IN AND BEYOND THE CLASSROOM FOR HOLISTIC 21 ST-CENTURY READINESS
    (2026-06-01)
    S. Tleubay
    ;
    G.I. Nurzhanova
    ;
    A. Sekenova
    This study examines how pre-service teachers can be prepared to foster and apply the four essential skills – critical thinking, communication, collaboration, and creativity (Four Cs) - within and beyond the classroom for holistic 21st century readiness. Situated in the Kazakhstani policy context, the research employed a qualitative design comprising two focus-group discussions with final-year pre-service teachers (n =15) and semi-structured interviews with teacher educators (n = Cs10). Thematic analysis of transcripts identified three cross-cutting domains: (1) benefits of integrating Four Cs, including enhanced student engagement, higher-order problem solving, creative expression, and workplace relevance; (2) challenges to implementing Four Cs, including curricular overload, limited time and resources, uneven student readiness, and hesitancy toward pedagogical change, compounded by gaps in technological and pedagogical training; and (3) strengths and opportunities for improvement Four Cs, including project-based and inquiry-based learning, flipped classrooms, purposeful technology use, and cultures of peer mentoring and reflective practice. Findings point to the need for institutional commitment and a whole-system approach: flexible curricula, sustained professional development, access to digital tools, and mentorship structures that build teacher confidence. The study offers actionable recommendations for teacher-education programs to embed the Four Cs systematically, aligning policy aspirations with classroom realities and better preparing pre-service teachers to lead student-centered, innovation-driven learning.