Жарияланымдар / Публикации

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    Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education
    (Frontiers Media, 2025-06-13)
    Кабышева Марина Ивановна
    The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.
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    PROFESSIONAL-RESEARCH THINKING OF THE FUTURE EDUCATIONAL PSYCHOLOGIST: CONCEPT AND STRUCTURE
    (2026-06-30)
    Zh.K. Adaskanova
    ;
    Kuanysh Moldassan
    ;
    Y TSAY
    The article theoretically substantiates and empirically analyzes the professional-research thinking of future educational psychologists as a key condition for their successful preparation. The aim of the study is to identify the structural components of this type of thinking - cognitive, analytical, prognostic, creative, and value-motivational and to assess the degree of their manifestation among first- and second-year students majoring in “Pedagogy and Psychology”. The empirical base comprises a survey of 56 students of the Kazakh National Women’s Pedagogical University aimed at diagnosing cognitive motivation, readiness for independent inquiry, group interaction, resilience to failure, and research initiative. The results indicate high cognitive motivation (82% enjoy learning new things), a pronounced orientation toward active forms of learning (about 76% prefer independent analytical and research activities; 79% choose independent research over passive listening), the formation of the communicative component (68% feel comfortable working in groups), and a focus on solution quality (over 70% prefer seeking the optimal solution rather than completing tasks as quickly as possible; 61% declare a preference for the “best way”). A total of 72% demonstrate reflexivity and perseverance (making repeated attempts after failure); however, 28–30% report difficulties in formulating and presenting their own ideas, which indicates a deficit in research initiative and in problem-posing skills. The scientific novelty of the work lies in refining the conceptual-structural model of professional-research thinking as applied to the training of educational psychologists at the early stages of study, as well as in the empirical description of students’ profiles of research qualities. The practical significance is in substantiating a set of pedagogical conditions and methods (project-based research tasks, work in academic groups, problem-based and case-based learning, pedagogical modeling, and reflective practices) aimed at the purposeful development of a research culture - above all, the ability to formulate questions, propose hypotheses, and present results with sound argumentation.