Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

Просмотр

Фильтры

20262

Настройки

Автор: search.filters.author.Kuanysh Moldassan

Результаты поиска

Показано: 1 - 2 из 2
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    The methodology of digital literacy diagnostics for future educational psychologists
    (2026-01-01)
    Yerkenaz Abdizhadil
    ;
    Kuanysh Moldassan
    ;
    A. Shakirova
    ;
    S.M. NURBEKOVA
    In the modern educational space, digitalization has become an integral part of professional practice. Digital literacy is very important for future psychological educators due to access to modern educational resources, effective remote counseling, organization of diagnostic, correctional, and rehabilitation work using digital tools, as well as the integration of innovative technologies into the process of psychological and pedagogical support. The article defines the importance of digital literacy of future teachers-psychologists on the basis of scientific, pedagogical, and psychological concepts. It is proven that the diagnostic methods of digital literacy widely used in international practice cannot reveal specific results in the diagnosis of digital literacy of educational psychologists. In this regard, the author's method of diagnosing digital literacy is proposed specifically for educational psychologists. The diagnostic methodology is based on a multi-level analysis of knowledge, skills and professional skills, including testing, situational tasks and practical tasks reflecting the specific conditions of professional pedagogical and psychological activity. Special attention is paid to assessing the ability to apply digital technologies in pedagogical and psychological support, remote counseling and educational activities. The methodology allows to adapt the educational process and determine the trajectory of purposeful development of digital competencies of future specialists. The presented results can be used to monitor the level of digital training of future psychological educators in higher education institutions and advanced training centers.
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    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.