Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    Тип записи:Публикация,
    Search and Implementation of Innovation in Educational Institutions
    (Elsevier BV, 2012-12-01)
    Mensulu Yesseyeva
    ;
    Dariya Tuyakayeva
    Problem Statement: Problem of innovation is a major component in the development of professional educational institution. Innovative activities not only excite a competitive process but also determine multifunctional aim: preparation of qualified specialists of appropriate level and profile, whose competence and advance knowledge of profession meet the world standard. Purpose of study: To estimate the intensity of innovative activity, and identify the factors which contribute and prevent the spread and development of innovations. Research methods: Following methods were used: method of theoretical analysis, interview, and analytical and statistical data processing. Collection of initial information was carried out on the basis of gathering the informative database with the help of checklists and questionnaires. These activities had been carried out at the State Women University and Kazakh University of International Relations and World Languages. Findings: In the process of evaluation of the quality of the innovative activities, following results were taken: 5% of the respondents consider that the innovative activities are carried out at a high level; 37% - it is mostly at a high level; 49% consider that they are carried out positively only in some fields, in others not; 6% considers that the activities are carried out at a low level; 3% of the respondents state the fact that the innovative activities are not carried out at all. According to expert's assumptions, the above- mentioned data is overestimated. One of the main negative factors that block the implementation of the innovative activities, according to the expert's view, are the contradictions between the possibilities and the real ‘status quo’ of the issue among the pedagogical community in accepting everything new. Conclusions: The analyses of findings show: potentially effective activities are carried out in a limited sphere and changes slowly. Limits for modernisation imply the lack of appropriate technologies and absence of full conditions to overcome them. Organisation of innovative activity should be based on: comprehensive scientifically proved based program; the relationships among the
    Цитирования (OpenAlex) 1
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    Тип записи:Публикация,
    COLLABORATIVE ENVIRONMENT AND EDTECH TECHNOLOGIES: NEW OPPORTUNITIES IN PRIMARY SCHOOL TEACHER TRAINING
    А.Н. Сейдуалиева
    ;
    Ш.Н. Альдибекова
    This article examines the theoretical and practical potential of collaborative learning environments and EdTech technologies in the professional development of primary school teachers. It explores digital tools and pedagogical models that foster the development of professional competencies and technological readiness. A synthesis of recent international research confirms the positive impact of technology-mediated collaboration on pedagogical innovation and preparedness for work in digital learning environments. The article proposes systemic approaches to integrating collaborative EdTech models into teacher education programs.
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    Opportunities of innovator technologies in the educational process
    (Science Park Research Organization and Counselling LTD, 2022-09-30)
    Elmira Uaidullakyzy
    ;
    N.N. Radchenko
    ;
    Raissa Izmagambetova
    ;
    Gulsara Zhussupbekova
    ;
    Sakhariyeva Svetlana Gennadievna
    Digital generation and digital native concepts have become today’s terms. Along with technological developments, it is important to look at the changes with technological tools in the education process. Identifying innovator technologies used in the education process will contribute to future research. In this context, the aim of this study is to examine the documents related to the opportunities of innovator technologies in education scanned in the Web of Science database thematically and methodologically. In order to achieve this aim, a case study, one of the qualitative research methods, was adopted. In the selection of the articles included in the study, the sample was not determined and it was aimed to reach the whole universe. In this context, the documents in the Web of Science database were accessed through the library system of the university. While scanning the documents, the keywords ‘education’ and ‘technology’ were searched in all fields, and the keyword ‘innovator’ was searched within the title and all studies were found. The findings obtained from the research are explained in detail with the content analysis method. The research findings reached 505 documents. As a result of this research, it was concluded that the most work was carried out in 2016. It was concluded that the first study was carried out in 2004. With regard to the document type of the published studies, the most were proceedings papers (138). In the field of visual arts, the field in which the teachers’ work related to technology was mostly carried out was Education and Educational Research (119). The language most used was English (162). Keywords: Innovative approach, technology, education, educational opportunity;
    Цитирования (OpenAlex) 6Цитирования (OpenCitations) 4
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    МОНИТОРИНГ ГОТОВНОСТИ БУДУЩИХ ПЕДАГОГОВ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ К ИННОВАЦИОННОЙ ДЕЯТЕЛЬНОСТИ
    (Kazakh National Pedagogical University, 2023-09-21)
    Laura Taiteliyeva
    ;
    Ulbossyn Kyyakbayeva
    ;
    Birzhan Serzhanuly
    Modernization of the education system presupposes the process of introducing innovations and the teacher is the main figure in any transformations. The innovative activity of any educational institution, including preschool organizations, is directly related to the teacher's readiness to develop and implement pedagogical innovations in the educational process. Based on the psychological–pedagogical literature review, the definitions of innovative activity, the readiness of future teachers of preschool teachers for innovative activities are presented; its structure is developed as an integrative characteristic of the personality of teachers, including motivational, cognitive and activity–based components, and the levels of teachers‘ readiness for innovative activity. The developed diagnostic tools (criteria, levels and diagnostic techniques) were tested in practice in order to identify the levels of readiness for innovative activity among preschool teachers of the initial stage of education. Keywords: pedagogical innovations, innovative activity, future preschool teachers, readiness, components, levels, diagnostics. Модернизация системы образования предполагает процесс внедрения инноваций, а педагог является главным действующим лицом любых преобразований. Инновационная деятельность любого образовательного учреждения, в том числе и дошкольных организаций непосредственно связана с готовностью педагога к разработке и внедрению педагогических нововведений в учебно-воспита- тельный процесс. В данной статье, на основе анализа психолого-педагогической литературы, представлены определения инновационной деятельности, готовности будущих педагогов дошкольных организаций к инновационной деятельности, разработана ее структура как интегративной харак- теристики личности педагогов, включающей мотивационный, когнитивный и деятельностный компоненты, а также определены и описаны уровни сформированности готовности педагогов к инно- вационной деятельности. Разработанный диагностический инструментарий (критерии, уровни и диагностические методики) апробировались в практической деятельности с целью выявления уровня сформированности готовности к инновационной деятельности у педагогов дошкольной ступени образования. Ключевые слова: педагогические инновации, инновационная деятельность, будущие педагоги дошкольного образования, готовность, компоненты, уровни, диагностика. Білім беру жүйесін модернизациялау инновацияларды енгізу процесін қамтиды, ал мұғалім кез- келген қайта құрудың басты кейіпкері болып табылады. Кез–келген білім беру мекемесінің, оның ішінде мектепке дейінгі ұйымдардың инновациялық қызметі мұғалімнің оқу-тәрбие процесіне педагогикалық жаңалықтарды әзірлеуге және енгізуге дайындығымен тікелей байланысты. Бұл мақалада психологиялық-педагогикалық әдебиеттерді талдау негізінде инновациялық қызметтің анықтамалары, мектепке дейінгі ұйымдардың болашақ мұғалімдерінің инновацияға дайындығы ұсынылған, оның құрылымы мотивациялық, танымдық және белсенділік компоненттерін қамтитын мұғалімдердің жеке басының интегративті сипаттамасы ретінде жасалынған, сонымен қатар мұғалім- дердің инновациялық қызметке дайындығының қалыптасу деңгейлері анықталған және сипатталған. Әзірленген диагностикалық құралдар (критерийлер, деңгейлер және диагностикалық әдістер) мектепке дейінгі білім беру сатысының мұғалімдерінде инновациялық қызметке дайындықтың қалыптасу деңгейін анықтау мақсатында практикалық қызметте сыналды. Тҥйін сҿздер: педагогикалық инновациялар, инновациялық қызмет, мектепке дейінгі білім берудің болашақ педагогтары, дайындық, компоненттер, деңгейлер, диагностика
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    Impact of practice-centered learning on the development of students' professional identities: Learning outcomes
    (2024-01-29)
    Malika Maksatovna Knissarina
    ;
    Aigul Syzdykbayeva
    ;
    Yelena Agranovich
    ;
    Gulmira Zhumaliyeva
    ;
    Baikulova Aigerim Meirkhanovna
    The progress of education in our country is still constrained by the low status of teaching. The comprehension and growth of university students' stages of professional identity creation are not well researched. This issue is now recognized on both a theoretical and practical level. This research aimed to examine the effectiveness of providing practice-centered learning in the construction of students' professional identities. The study employed a mixed-data collection strategy. A random sample of respondents was used to generate quantitative data. The study involved 253 learners at "Baishev University," Aktobe, Kazakhstan. According to the study's findings, low levels of development have been found in students' professional identity, motivation and interest in professional self-development. This demonstrated the importance of resource support for educational innovations as well as the development and implementation of technology-based practice-centered learning for future teachers. As a result of evaluating the implementation of technology-based practice-centered learning and resource support for educational innovations, positive dynamics shaping learners' professional identities are identified. Thus, the study's findings confirmed our hypothesis that using practice-centered learning to foster students' professional identities has a positive impact when systemic and technological approaches are used.
    Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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    ЦИФРЛЫҚ ТРАНСФОРМАЦИЯ ЖАҒДАЙЫНДАҒЫ ТжКББ КАДРЛЫҚ ӘЛЕУЕТІН БАСҚАРУ
    (2026-03-31)
    Г. Ж.Камбай
    ;
    А. К. Karabaeva
    ;
    Б.А. Снадинова
    ;
    А.С. Нурбакова
    ;
    G. Kambai
    Мақалада білім беру жүйесін жаңғыртудың және еңбек нарығын трансформациялаудың қазіргі жағдайында техникалық және кәсіптік білім беру (ТжКББ) ұйымдарының кадрлық әлеуетін тиімді басқару жүйесі қарастырылды. Зерттеу барысында кәсіптік білім беру қызметтерінің сапасына қойылатын талаптар, инновациялық білім беру технологияларын енгізу құралдарын іздеу және жағдайлар жасау бойынша талдау жүргізілді. Ұйым қызметкерлерін даярлаудың тиімділігі бағаланды. Кәсіби білім беру ұйымдарын дамыту және болашақ мамандарды даярлау үшін жаңғырту және инновациялық қызмет процесін енгізудің талаптары сипатталды. Ұйым қызметкерлерін басқару тиімділігі мен кадр саясатының тиімділігі ұйымдағы адам ресурстарының рөлі мен маңыздылығын атап өтілді. Бұл объективті формадағы меншік, салалық ерекшелігі, пайдаланылатын динамика деңгейі факторларымен анықталды. Базада ұсынылған мәліметтер педагог қызметкерлер мен кәсіптік білім беру ұйымдарының басшыларын жаңарту және өзектендіру процесінде өзекті нормативтік ақпарат көзі ретінде орта кәсіптік білім беру бағдарламаларын жетілдіру ұсынылды. Зерттеу жұмысында адами капитал тұжырымдамасына негізделген деңгейдегі экономикалық өсу моделі ТжКББ ұйымдарының цифрлық құзыреттерін арттыру үшін жүзеге асыра алатын шараларды нәтижеленді. Бұл нәтижелер техникалық және кәсіптік білім беру мекемелерінде нарықтағы бәсекеге қабілеттілікті арттыруды, экономикалық ортадағы позициясына бейімделуі және адами капиталдың құны жоғары болатын стратегиясын дамыту жолдары көрсетілді. The article considered the system of effective management of the personnel potential of organizations of technical and vocational education (vet) in modern conditions of modernization of the education system and transformation of the labor market. In the course of the study, an analysis was carried out on the requirements for the quality of vocational education services, the search for tools for the implementation of innovative educational technologies and the creation of conditions. The effectiveness of the training of employees of the organization was evaluated. The requirements for the implementation of the process of modernization and innovative activity for the development of professional educational organizations and the training of future specialists are described. The effectiveness of the management of employees of the organization and the effectiveness of personnel policy were noted the role and importance of human resources in the organization. This was determined by the factors of ownership in an objective form, industry specifics, and the level of dynamics used. The data presented in the database were proposed to improve the programs of secondary vocational education as a source of up-to-date Regulatory Information in the process of updating and updating teachers and heads of vocational education organizations. In the research work, the model of economic growth at the level based on the concept of human capital, the measures that can be implemented by vet organizations to increase their digital competencies were summed up. These results showed ways to increase competitiveness in the market in institutions of technical and vocational education, develop a strategy that adapts to its position in the economic environment and has a high cost of human capital.
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    Transforming research methodologies in teacher education: a systematic comparative review of global trends and the Kazakhstani experience
    (Frontiers Media, 2026-05-28)
    Айман Берикханова
    ;
    Fatima Assilbayeva
    ;
    Л.О. Сарсенбаева
    ;
    Zhanar Ibraimova
    ;
    Gulsara Berikkhanova
    Global transformations in education, including digitalization, sustainability-oriented learning, and practice-based pedagogical innovation, have intensified interest in research-oriented teacher education. This study presents a systematic review of international and Kazakhstani literature on research methodologies in teacher education, with the aim of identifying dominant methodological approaches, comparing thematic and conceptual priorities across contexts, and clarifying the role of Action Research within this broader landscape. The review was conducted in accordance with PRISMA principles and drew on publications from the journal Education Sciences indexed in Scopus and from Kazakhstani journals recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis combined quantitative screening, thematic coding, and comparative synthesis. The findings show that international literature conceptualizes research activity primarily as reflective, inquiry-based, and practice-oriented, while Kazakhstani studies more often frame it as a strategic and institutional priority linked to the modernization of teacher education. Across both contexts, Action Research emerges as a significant, though not exclusive, methodology for connecting reflection, inquiry, and professional change. The study contributes to current scholarship by offering a comparative analytical synthesis of research-oriented approaches in teacher education and by identifying conceptual and methodological gaps relevant to the further development of teacher education in Kazakhstan.