Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Revealing the Competence of Multiprofessional Team Building among Students and Its Impact on the Effectiveness of Team Interaction
(National Research Mordova State University; MRSU, 2022-03-25)
Olga Valeryevna Krezhevskikh
;
Adlet D. Kariyev
Introduction. The need for a multiprofessional team is critical for the preschool stage where problems of individualization of education for children with disabilities and gifted children with behavioral deviations are solved. Despite the large number of publications on multiprofessional education, there are almost no researches into the readiness to multiprofessional interaction of preschool education specialists. The aim of the article is to present the results and methods for revealing the level of multiprofessional team building competence of students – future preschool education workers, to analyze the differences between the groups with high level of multiprofessional team building competence and the groups with low effectiveness of team interaction. Materials and Methods. Research sample: students of Shadrinsk State Pedagogical University (Russia) and Kazakh National Womenʼs Pedagogical University (Kazakhstan). Methods: expert observation (teachers competent in the fields of knowledge that students should operate in the research process were involved) using “field notes” and video recordings (qualitative and quantitative assessment according to the methodology of V.I. Zagvyazinsky, R. Atakhanov); questionnaires; interviews in focus groups; testing; expert evaluation of the effectiveness of team interaction; statistical criteria: Kolmogorova-Smirnova (single-sample) to determine the normality of distribution; Mann-Whitney U-criterion to identify the reliability of differences in groups with high levels of formation multiprofessional competencies from groups with low efficiency of team interaction. Results. It is proved that the formation of competence of multiprofessional team building is significant for the effectiveness of team interaction. The problems of multiprofessional interaction of preschool education workers are revealed: lack of willingness to conduct a dialogue with each other, weak or low degree of team-building and co-organizing activity, an attempt to associate the problem with the activity of one specialist, the desire to find the culprit in the situation. Discussion and Conclusion. The obtained results contribute to the development of the issue of readiness for interaction of specialists in defectological and non-defectological areas of training. In the future, it is advisable to investigate the issues of designing and evaluating the effectiveness of courses that develop the competencies of multiprofessional team building. The materials of the article can be useful in the developing standards of higher education of a new generation in terms of designing the planned learning outcomes of the academic programs and international recommendations on education.
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Development of primary school teachers` skills to accompany pupils in projects and research
(2022-05-01)
Adlet D. Kariyev
;
Boris E. Fishman
;
Yelena Agranovich
;
Фокина Ольга Анатольевна
;
Larissa Yevgenievna Ageyeva
Introduction. It is known that teachers experience difficulties in organizing and accompanying the project and research activities of schoolchildren. This happens at all stages, starting with the formulation of a problem that must be solved in a project or research. Teachers do not know how to accompany the project and research activities of pupils and therefore do not provide the formation of their skills and abilities to perform such activities. Aim. The purpose of the article is to analyze the features of approbating an innovative model of the advanced training process, which ensures the formation and development of teachers' skills in pedagogical accompaniment of project and research activities of pupils. Methodology and research methods. The research sample consisted of a group of 57 teachers of the Republic of Kazakhstan. A meaningful interpretation of the performance indicators of the participants was carried out on a daily basis. To analyze the significance of the results obtained, the Pearson's statistical criterion χ2 was used. When processing daily assessments, data for adjacent days were compared. In addition, a comparison was made between the data representing the grades before the start of the first session of the development courses with the data characterizing the grades immediately after the end of the second session of these courses. Results. The study uses an original model of teachers' professional development, which includes three functional subsystems: providing a value-semantic basis for the development of teachers; promoting the optimal development of their consciousness; organization of full-fledged joint activities that are significant for the participants. A program of courses for the professional and personal development of teachers has been developed. The results of diagnostics at the final stage of the experiment demonstrated the development of primary school teachers' skills to accompany the project and research activities of pupils. Pearson's χ2 criterion was used to determine if participation in the courses influenced teachers' mastery of basic concepts. It was found that the probability distributions of the assimilation of these concepts before and after courses differ statistically significantly at the level p=0,01. Discussion and conclusion. This study presents a model of mentoring and interactive professional development of teachers in an innovative process of improving their qualifications. This model is an alternative to the cascade model most often used in practice. Such system can become an effective part of the mechanism of lifelong pedagogical education.
Цитирования (OpenAlex) 4Цитирования (OpenCitations) 3
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Students’ Subjectness, Self-Efficacy and Psychological Well-Being: Comparative Research of Russian and Kazakhstan Students
(2022-10-19)
Владимир Григорьевич Маралов
;
Adlet D. Kariyev
;
Olga Valeryevna Krezhevskikh
;
Марина Александровна Кудака
;
Larissa Yevgenievna Ageyeva
The relevance of the study is due to the need to resolve the contradictions between the requirements of higher education for the personality of a young person and his real capabilities, manifested in the ability or inability to be the subject of his activity and his development. The need to resolve this contradiction has determined the purpose of this study – to identify the level of expression and structure of the subjective properties of students’ personality, their relationship with self-efficacy and psychological well-being. The work used a set of theoretical and empirical research methods, in particular, questionnaires to identify the level of an individual subjectivity development (M.A. Shchukina), general and social self-efficacy (M. Sherer and J. Maddux, adaptation by A.V. Boyarintseva), psychological well-being (K. Riff, adaptation by T.D. Shevelenkova and P.P. Fesenko). Mathematical processing was carried out using the criterion ϕ* – Fisher’s angular transformation, as well as methods of correlation analysis using the linear Pearson correlation coefficient. The subjects were students of a number of universities of the Russian Federation and the Republic of Kazakhstan. A total of 277 students majoring pedagogy and psychology took part in the study, among them 266 (96%) women, 11 (4%) men, average age 19.5 years (SD=1.5). As a result, no fundamental differences were revealed in the structure and manifestations of subjectivity depending on the place of residence, national and cultural traditions, which indicates the existence of some general patterns in the formation of the subjectivity of a future teacher or psychologist. A high level of subjectivity was identified in 57.04% respondents, medium – in 38.98%, low – in 3.98%. It has been established that the level of subjectivity positively correlates with self-efficacy in objective activity, with social self-efficacy and with the psychological well-being of an individual. It was revealed that students with low subjectivity can also have a high level of psychological well-being, while performing a compensatory function. The results obtained can be used in the course of student training, as well as in the work of curators of student groups and in the activities of the psychological service of universities.
Цитирования (OpenAlex) 10Цитирования (OpenCitations) 8
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Personal Development Strategies for Students Across Varying Agency Levels
(2023-01-01)
Владимир Григорьевич Маралов
;
Vyacheslav A. Sitarov
;
Adlet Dyusembaevich Kariyev
;
Olga Valeryevna Krezhevskikh
;
Марина Александровна Кудака
This study is important due to the increasing importance of understanding the psychological factors and mechanisms behind personal self-development. The research aimed to investigate the factors influencing students’ choices of self-improvement strategies—such as acquisition, rejection, transformation, and limitation—based on their levels of agency. The sample included 271 students, aged 17 to 27 years, mostly female, from various universities in Russia and Kazakhstan, with a mean age of 19.5 (S
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 6
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Strategies of Self-Improvement for Students with Different Agency Levels
(2023-01-01)
Владимир Григорьевич Маралов
;
Vyacheslav A. Sitarov
;
Adlet Dyusembaevich Kariyev
;
Olga Valeryevna Krezhevskikh
;
Марина Александровна Кудака
The relevance of the issue is due to the importance of studying the psychological mechanisms and factors of personal self-development. The goal of this research was to identify factors of students' choice of self-improvement strategies: acquisition, rejection, transformation, and restriction, depending on the students’ agency levels. Our study involved students from several universities in Russia and Kazakhstan, with a total of 271 people aged 17 to 27, mostly female, with an average a
Цитирования (OpenAlex) 7Цитирования (OpenCitations) 6

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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