Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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

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2022 - 20262

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    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
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    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.