Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, РАЗВИТИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА БУДУЩИХ ПЕДАГОГО-ПСИХОЛОГОВМақалада болашақ педагог-психологтардың эмоционалды зияткерлігін зерттеу нәтижелері ұсы- нылған. Эмоционалды және әлеуметтік зияткерлік Қазақ ұлттық қыздар педагогикалық университеті түлегінің атрибуты болып табылады. Болашақ педагогтар үшін Қазақстанның мемлекеттік білім беру саясатының стратегиялық бағдарлары мен басым бағыттары мәнмәтінінде тьютордың рөлін игеру өте маңызды. «Эмоционалды зияткерлік» пәні жалпы білім беретін пәндер циклінің таңдау компонентіне жатады. Жұмыс жүктемесі 6 кредитті құрайды, оның ішінде 15 сағат дәріс, 30 тәжірибелік, 98 БӨЖ және 7 БОӨЖ сабақ түрлеріне берілген. Курстың мақсаты – студенттердің эмоционалды зияткерлік және икемді дағдылар туралы түсініктерін кеңейту; өз эмоциялары мен қоршағандардың эмоцияларын басқару және реттеу бойынша тәжірибелік дағдыларды игеру; жеткіншектер мен жасөспірімдердің эмоционалды зияткерлігі мен икемді дағдыларын (Soft Skills) дамыту бойынша сарапшыларды даярлау. Түйін сөздер: эмоционалды зияткерлік, эмпатия, эмоционалдық хабардарлық, өз эмоцияларын басқару, басқа адамдардың эмоцияларын тану, өзін-өзі ынталандыру. В статье представлены результаты исследования эмоционального интеллекта будущих педагогов-психологов. Эмоциональный и социальный интеллект является атрибутом выпускника Казахского национального женского педагогического университета. Будущим педагогам очень важно освоение роли тьютора в контексте стратегических ориентиров и приоритетных направлений государственной образовательной политики Казахстана. Дисциплина «Эмоциональный интеллект» относится к циклу общеобразовательных дисциплин к компоненту по выбору. Рабочая нагрузку составляет 6 кредитов из которых 15 часов лекций, 30 практиктических, 98 СРО и 7 СРОП. Целью изучения курса является расширение представления студентов об эмоциональном интеллекте и гибких навыках; приобретение практических навыков по управлению и регуляции собственных эмоций и эмоций окружающих; подготовка экспертов по развитию эмоционального интеллекта и гибких навыков (Soft Skills) у детей подросткового и юношеского возраста. Ключевые слова: эмоциональный интеллект, эмпатия, эмоциональная осведомленность, управление своими эмоциями, распознавание эмоций других людей, самомотивация. The article presents the results of a study of the emotional intelligence of future teachers-psychologists. Emotional and social intelligence is an attribute of a graduate of the Kazakh National Women's Teacher Training University. It is very important for future teachers to master the role of a tutor in the context of strategic guidelines and priorities of the state educational policy of Kazakhstan. The discipline «Emotional intelligence» refers to the cycle of general education disciplines to the component of choice. The workload is 6 credits, of which 15 hours of lectures, 30 practical, 98 SRO and 7 SLINGS. The purpose of the course is to expand students' understanding of emotional intelligence and flexible skills; to acquire practical skills in managing and regulating their own emotions and the emotions of others; to train experts in the development of emotional intelligence and flexible skills (Soft Skills) in adolescent and adolescent children. Keywords: emotional intelligence, empathy, emotional awareness, managing your emotions, recognizing other people's emotions, self-motivation. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Formation of students' research interest through action learning(2025-04-25); Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program(Frontiers Media, 2026-01-12)Цитирования (OpenAlex) 7 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, COMPARATIVE ANALYSIS OF GENDER STUDIES COURSES IN KAZAKHSTAN AND THE UNITED STATES OF AMERICA(2026-06-30); ; N. BAIRBEKThis study presents a comparative analysis of gender studies courses in Kazakhstan and the United States, examining how the field is institutionalized, structured, and pedagogically implemented across distinct higher education systems. Drawing on feminist theory, intersectionality, and postcolonial approaches, the research analyzes 97 gender-related courses across 29 Kazakhstani universities and compares them with 204 courses offered at American University and University of Wisconsin-Madison. Using qualitative document analysis and semi-structured faculty interviews, the study evaluates three analytical dimensions: institutionalization, curriculum breadth, and pedagogical practice. The findings reveal that in Kazakhstan, gender studies remains predominantly elective-based and embedded within traditional departments, with limited interdisciplinary expansion and minimal integration of experiential learning components. In contrast, the U.S. institutions examined demonstrate fully institutionalized, degree-granting programs characterized by interdisciplinary curricula, explicit incorporation of intersectionality, and structured experiential learning opportunities such as internships and capstone projects. The study argues that these differences reflect divergent trajectories of disciplinary consolidation shaped by governance structures, policy environments, and institutional capacity. It concludes by proposing a multidimensional framework for strengthening gender studies education in Kazakhstan through enhanced institutional support, interdisciplinary integration, and practice-oriented curriculum development. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies(Frontiers Media, 2026-09-09); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical Models and Professional Identity Formation of Pre-service Teachers of English as a Foreign LanguageProfessional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Community of Practice, Experiential Learning, Reflective Practice, and Simulation-Based Learning – with particular reference to pre-service teachers of English as a foreign language. It also examines whether integrating these models can provide more comprehensive support for professional identity development than their separate application. The study combined a theory-informed comparative review with a pilot evaluation of the proposed PERS cycle. The conceptual analysis drew on 26 foundational and recent English-language publications published between 1983 and 2026. The pilot involved 32 pre-service EFL teachers enrolled at a university in Kazakhstan. Over four weeks, participants completed 16 academic hours of PERS-based activities. Questionnaire data were analysed descriptively, while 64 reflective entries produced at the initial and final stages of the pilot were analysed using a structured rubric covering pedagogical interpretation, evidence-based reasoning, consideration of alternative courses of action, and professional decision-making. The comparative analysis showed that Community of Practice primarily supports professional socialization and recognition; Experiential Learning strengthens authentic practice and adaptive action; Reflective Practice promotes self-understanding and identity coherence; and Simulation-Based Learning provides opportunities for safe rehearsal and professional decision-making. The PERS cycle integrates these strengths through participation, experience, reflection, and simulation. Pilot results indicated that professional decision-making confidence increased from 3.18 to 3.87 points, while theory–practice integration increased from 3.09 to 3.81. Reflective entries demonstrating analytical, evidence-based, and action-oriented reasoning increased from 28.1% to 65.6%. These findings suggest the practical feasibility of the PERS cycle, although larger controlled studies are needed to confirm its effectiveness. Keywords: professional identity, pre-service, EFL teachers, pedagogical models, reflective practice, simulation-based learning. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Developing communicative and intercultural competence through integrating art in language teaching(Institute of Advanced Engineering and Science (IAES), 2026-09-27); ;