Жарияланымдар / Публикации

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

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    Digital culture of future preschool teachers based on neurotechnologies: bibliometric analysis of the literature
    (2025-01-01)
    Elmira Aitzhanova
    ;
    Ulbossyn Kyyakbayeva
    ;
    Raissa Izmagambetova
    ;
    Elmira Orazaliyeva
    ;
    Aigul Syzdykbayeva
    The research focuses on preparing preschool educators to use neurotechnologies for personalized child development in the context of educational digitalization. The research aims to conduct bibliometric mapping of the scientific landscape in the field of digital culture formation among future preschool educators based on neurotechnologies for the period 1975-2025, using metadata extracted from 12,879 journal articles indexed in the Web of Science database following PRISMA guidelines. The study ex
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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..