Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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

Просмотр

Фильтры

2022 - 20263

Настройки

Дата начала: 2022Тема: search.filters.subject.research culture

Результаты поиска

Показано: 1 - 3 из 3
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    Enhancement of scientific research function of future teachers in modern education system
    (SciencePark Science, Organization and Counseling LTD, 2022-03-31)
    Imankulova Lyailya
    ;
    Kurmanbay Amangeldi
    ;
    Bakirova Lyailya
    ;
    Guldana Seidaliyeva
    ;
    Aizhanova Gulnar
    The global trend of accelerating scientific and technological progress, the introduction of information technologies, and the transformation of the vocational education system require the development of professional and general cultural competencies in future specialists. The purpose of the study was to scientifically substantiate, create and experimentally test a theoretical model of the formation of a research function in future teachers of vocational training. The methods employed in this research was complementary research methods: theoretical (analysis of scientific literature on the research problem; theoretical modeling, analysis, generalization, comparison, systematization, construction of the process of forming scientific and professional competencies of future teachers); empirical (questionnaire, interview, testing, cross-sectional method); statistical (processing of research materials, primary statistical processing, correlation analysis, analysis of the results of experimental activities). The result of this study showed that the problem of studying and designing a system of pedagogical conditions for the formation of research culture is relevant in the context of the introduction of innovative technologies. Keywords: Future teachers; scientific research; modern education system.
    Цитирования (OpenAlex) 7Цитирования (OpenCitations) 3
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan
    (2026-06-15)
    D. E. Kuatbayeva
    ;
    Gulshakhan Alimbekova
    ;
    L.A. Lebedeva
    ;
    Aliya Akzholova
    ;
    Bitibayeva Zhazira
    The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.
  • 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.