Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    Тип записи:Публикация,
    EXAMINING SUSTAINABLE DEVELOPMENT GOALS FOR CURRENT SITUATION OF INCLUSIVE EDUCATION POLICIES AND PRACTICES IN KAZAKHSTAN UNIVERSITIES
    (Centro Universitário La Salle, 2023-12-06)
    Zehra Altınay
    ;
    Gainiya Tazhina
    ;
    K. T. Tairova
    ;
    Gökmen Dağlı
    ;
    Ainur Seitbattalovna Kenebayeva
    Sustainable Development Goals become guide for future of education. For the quality of education, countries try to reshape educational policies and strategies. Especially inclusiveness plays a great role to achieve quality of education for the future of education. This research aims to evaluate current situation of inclusive education in Kazakhstan Universities in order to foster existing practices and policies. In this respect, survey and semi structured interview were conducted to determine current situations to 200 participants. It is revealed that definition of inclusive education can be categorized as giving equal education rights, reintegrating students with disabilities into society, inclusion of people with disabilities in the social process, diversity and tolerance, right of access to education. The majority of the research participants expressed a positive opinion towards inclusion. Challenges in inclusive education are infrastructure issues, lack of awareness, teacher lack of knowledge, insufficient training programs and lack of community awareness.
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    Тип записи:Публикация,
    Cultivating Students’ Cross-Cultural and Linguacultural Competences’: Navigating Challenges and Opportunities
    (Journal of Social Studies Education Research, 2024-06-30)
    Beibitkul S. Karimova
    ;
    Zh.S. Ailauova
    ;
    Yeriyakul Nurlanbekova
    ;
    Baglan Bazylova
    This article examines the process of developing intercultural and linguistic competence among students in pedagogical universities in Kazakhstan. Among the country's rich ethnicities and languages spread across the country, the study examines the multiple challenges and opportunities faced in building cross-cultural understanding among students. The main focus of the research is the development of cross-cultural competence within Kazakhstan's educational field. The article emphasizes the importance of linguistic and cultural diversity as a foundation for development of intercultural sensitivity and dialogue. By exploring the intersection of cultural diversity and educational practices, the study explains key strategies for integrating intercultural competence into Kazakhstan's education system. Through a comprehensive analysis of socio-cultural dynamics and educational initiatives, the article offers insights into the effective development of intercultural competence among students, thus equipping them with essential skills to navigate and succeed in a globally interconnected landscape.
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    Transformation of universities in Kazakhstan: Research outcomes on the quality of higher education
    (EnPress Publisher, 2024-09-23)
    Assel Azhibayeva
    ;
    Sabira Issaldayeva
    ;
    Kulzhakhan Bakirova
    ;
    К. С. Кудайбергенева
    ;
    Danial SAARI
    This article explores the transformative journey of universities in Kazakhstan, focusing on the results of recent research on the quality of higher education. The study delves into the significant reforms and innovations implemented in the Kazakhstani higher education system, assessing their impact on academic standards, student performance, and institutional efficiency. Through comprehensive data analysis and expert interviews, the research highlights the strides made in improving educational quality, fostering international collaborations, and integrating modern technologies in teaching and learning. The findings underscore the critical role of government policies, industry partnerships, and community participation in driving these transformations. This article provides valuable information on the challenges and successes experienced by Kazakhstani universities, providing a blueprint for further advances in the sector of higher education. The key factors contributing to the success of these reforms include strong government support, international collaboration, robust quality assurance mechanisms, a focus on research and innovation, and professional development for educators. While challenges remain, the future of higher education in Kazakhstan looks promising, provided that these efforts continue and are further refined to address existing gaps.
    Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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    Тип записи:Публикация,
    Digital culture of future preschool teachers based on neurotechnologies: bibliometric analysis of the literature
    (2025-01-01)
    Elmira Aitzhanova
    ;
    Ulbossyn Kyyakbayeva
    ;
    Raissa Izmagambetova
    ;
    Elmira Orazaliyeva
    ;
    Aigul Syzdykbayeva
    The research focuses on preparing preschool educators to use neurotechnologies for personalized child development in the context of educational digitalization. The research aims to conduct bibliometric mapping of the scientific landscape in the field of digital culture formation among future preschool educators based on neurotechnologies for the period 1975-2025, using metadata extracted from 12,879 journal articles indexed in the Web of Science database following PRISMA guidelines. The study ex
    Цитирования (OpenAlex) 1
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    Тип записи:Публикация,
    Ethnic Narratives in Education: The Role of Kazakh Epics in Preserving Cultural Heritage and Identity
    (Modestum Limited, 2025-01-31)
    A.M. Toibazar
    ;
    Gulnaz Dautova
    ;
    Yerbol Aliyev
    ;
    Talgat Turdali
    ;
    Kanagat Zhalgasbayeva
    The study examined the effects of teaching activities, including Kazakh Epics and mythopoetic images, on the participants’ national value achievements and attitudes towards the course in literature courses in Kazakhstan. This study used a quasi-experimental design with a pre-test, post-test, and a control group. The dependent variables were the national value achievement scale and literature course attitudes. The independent variable was the teaching activities based on Kazakh Epics and mythopoetic images in the second-year courses of the literature department of a university in Almaty. The national value achievement and attitude scales were used to collect data, which were analyzed with covariance analysis. The results showed a statistically significant improvement in students’ national value achievement scores in the experimental group exposed to Kazakh Epics and mythopoetic images. The study’s findings pave the way for recommendations for integrating culturally meaningful narratives into education. First, culturally rich content such as Kazakh Epics should be included in Kazakhstan’s literature departments’ curriculum, and policymakers and curriculum developers should prioritize the creation of teaching materials that emphasize these epics’ historical, ethical, and literary aspects. Second, the accessibility of these materials should be increased, and their compatibility with contemporary educational goals should be ensured. Third, teacher training programs should be reorganized to emphasize culturally sensitive pedagogical approaches. Though this study was localized, the research results can be applied to education systems in different geographies to develop cultural identity and values.
    Цитирования (OpenAlex) 7Цитирования (OpenCitations) 7
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    Тип записи:Публикация,
    Социальные практики наставничества как фактор профессионального развития молодых сельских педагогов
    (Al-Farabi Kazakh National University, 2025-03-20)
    Zhanar Kiynova
    ;
    A. Kurmankulova
    ;
    A. Yerkebekova
    ;
    Shynar Umirkhanova
    Развитие движения наставничества в казахстанских школах требует ее институционализации как ресурса профессионального развития педагогов. Цель статьи – проанализировать содержание и основные формы организации профессионального взаимодействия сельских молодых педагогов с наставниками, а также определить проблемные «зоны» в реализации программ наставничества в сельских общеобразовательных и малокомплектных школах. Авторы аргументируют тезис о том, что развитие движения наставничества в казахстанских школах требует ее институционализации на основе трансформации программ подготовки и переподготовки педагогических кадров. С целью выявления основных форм организации профессионального взаимодействия молодых педагогов с наставниками были проведены анкетирование и интервью среди молодых и опытных сельских педагогов Алматинской области, основную часть которых составили выпускники Казахского национального женского педагогического университета. В ходе интервьюирования молодых сельских педагогов на вопрос о том, какие формы профессионального развития предпочитают молодые сельские педагоги, были получены ответы, которые позволяют определить проблемные «зоны» в реализации программ наставничества в сельских школах. Согласно данным интервью только 16,3% начинающих учителей готовы получать консультации от наставников. Напротив, большинство молодых педагогов предпочитают самообразование (32,7%) и курсы повышения квалификации, включая мастер-классы, семинары, онлайн-курсы и вебинары (26%). Всего 9,6% указали предметные методические объединения как одну из эффективных форм профессионального развития, несмотря на то, что они призваны оказывать методическую помощь начинающему учителю. Авторы приходят к выводу о том, что нормативное регулирование статуса учителя-наставника и внедрение институционализации наставничества как части программы введения в профессию окажет непосредственное влияние на усиление педагогического потенциала страны и повышение роли непрерывного профессионального развития сельских педагогов. Ключевые слова: профессиональное развитие, профессиональная адаптация, институционализация наставничества, сельскиe учителя
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    ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ЛИНГВОДИДАКТИКАЛЫҚ ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУДАҒЫ АҚПАРАТТЫҚ-КОММУНИКАЦИЯЛЫҚ ТЕХНОЛОГИЯЛАРДЫҢ РӨЛІ
    (Kokshetau State University, 2025-03-26)
    Акбаршын Абужалитова
    ;
    Ж. Сулейменова
    ;
    Marat Azhgaliyev
    Бұл мақалада Қазақстандағы болашақ тіл мен әдебиет мұғалімдерінің лингводидактикалық құзіреттілігін қалыптастыруда ақпараттық-коммуникациялық технологияларды (АКТ) қолдану мәселесі зерттеледі. Ғаламдану және ақпараттық технологиялардың қарқынды дамуы жағдайында кәсіби қызметінде АКТ-ны пайдалануға дайын жаңа буын мұғалімдерін қалыптастыру қажеттілігі туындап отыр. Зерттеу мақсаты – болашақ тіл мен әдебиет мұғалімдерінің лингводидактикалық құзыреттерін дамытуда АКТ-ны қолдану мүмкіндіктерін зерттеу. Негізгі идеялар АКТ-ны оқу процесіне интеграциялау қажеттілігі және филологиялық пәндерді оқытудың дәстүрлі әдістерін қайта қарауды қамтиды. Зерттеудің ғылыми маңыздылығы тіл мен әдебиет мұғалімдерін даярлауда АКТ-ны қолданудың теориялық және әдістемелік негіздерін анықтауда жатыр. Практикалық маңыздылығы АКТ-ны білім беру процесінде тиімді пайдалану бойынша әдістемелік ұсыныстар әзірлеуде көрініс табады. Зерттеу әдістемесі ғалымдардың идеяларын талдау, салыстыру, жүйелеу сияқты теориялық әдістерді және бақылау, сауалнама жүргізу, мұғалімдер мен студенттердің АКТ қолдануын бағалау сияқты эмпирикалық әдістерді қамтиды. Зерттеу жүргізу барысында Батыс Қазақстан инновациялық-технологиялық университетінің филология факультетінің 85 студентіне сауалнама жүргізілді. Зерттеу нәтижелері АКТ қолдану болашақ тіл мен әдебиет мұғалімдерін даярлау сапасын арттыруға, олардың лингводидактикалық құзыреттерін дамытуға және кәсіби өсуге деген ынтасын жоғарылатуға ықпал ететінін көрсетті. АКТ оқу процесінде маңызды құрал болып табылатыны және материалды жақсы меңгеруге ықпал ететіні анықталды. Зерттеу филологиялық пәндерді оқыту әдістемесі саласына елеулі үлес қосады, АКТ-ны білім беру процесіне интеграциялау және болашақ мұғалімдерді даярлау тиімділігін арттыру бойынша нақты ұсыныстар ұсынады.
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    Innovative methods of teaching the short story genre in the context of digitalization of education: A cross-sectional study of students in Kazakhstan
    (International University of Sarajevo, 2025-04-09)
    Shynar Umirkhanova
    ;
    Gibadat Orynkhanova
    ;
    Zhanna Aitzhanova
    ;
    Zhanat Orynkhanova
    The article is aimed at the development and implementation of innovative methods of teaching a short story as a literary genre with the use of digital instruments. The research suggests using a cross-sectional study based on descriptive methodology and comparative analysis. The study was set up at the Kazakh National Women’s Teacher Training University and included 68 participants (38 in the experimental group and 30 – in the control group). The results found that digital tools are widely used to teach a short story as a literary genre. The effective methods to teach a short story as a literary genre are the following: debate and interactive discussion through online platforms, writing exercises, role-playing and simulation, problem-based tasks, thematic mind mapping, comparative study, collaborative projects, video lectures, and peer learning. Besides, it was proved that a short story is an efficient educational tool and contributes to the improvement of the professional skills of future philologists. They refer to analytical skills, critical thinking, creativity, digital literacy, emotional intelligence, cross-cultural competence, communicative skills, creative writing, and textual analysis. The experiment resulted in the development of recommendations for teaching the short story as a literary genre at the institutional, pedagogical, technological, linguistic, and psychological tiers. In conclusion, innovative methods based on digital tools enhance the process of teaching a short story as a literary genre and contribute to the training of philological students.
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    Adaptation of pedagogical approaches to the implementation of intelligent systems in the educational process
    (International University of Sarajevo, 2025-04-23)
    Iryna Kuchynska
    ;
    Орлов Олександр Іванович
    ;
    Алла Петрівна Кобися
    ;
    Larysa Kutsak
    ;
    Алия Керимбековна Есельбаева
    Interactive systems play an essential role in the modern educational system, but the issue of their optimization remains under-researched. Research purpose. The article aims to analyze the attitudes of teachers and students to the introduction of intelligent systems in the educational process, as well as to identify the main approaches to adapting pedagogical methods and key barriers. Research method. A purposive sample was used to include participants. Two groups were selected: students and teachers (60 participants in total). The main instrument in the study is a cross-sectional survey. Survey period: October – November 2024. Results. The findings show that intelligent learning technologies are known to all participants in the educational process: 32% actively use them, 52% are partially familiar with them, and only 14% determined that they rarely use them. Their effectiveness is undisputed, and their prospects are associated with increasing teaching efficiency. Among the problems in use are the lack of digital literacy, unresolved ethical issues, digital threats, and lack of necessary infrastructure. Recommendations are offered: increasing the motivational component, conducting special courses and training for teachers and students, improving technical support, and overcoming the shortcomings of the legislative framework. Conclusions. An essential potential of intelligent systems is their capabilities in gamification, blended learning, project-based learning, and the use of interactive lectures and seminars. The conclusions indicate that further adaptation of existing pedagogical approaches will require interactivity and adaptability.
    Цитирования (OpenAlex) 3
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    Teacher Professional Development and Professional Standards for Teachers: A Bibliometric Mapping of Literature (1975-2025)
    (Journal of Social Studies Education Research, 2025-06-15)
    Aigul Syzdykbayeva
    ;
    K. Meterbayeva
    ;
    Yelena Agranovich
    ;
    Larissa Yevgenievna Ageyeva
    ;
    Violetta Tyan
    The purpose of this study is to conduct literature mapping on professional development, continuous professional learning, and teacher professional standards using metadata extracted from 5,156 journal articles indexed in the Web of Science database from 1975 to 2025. The study employs bibliometric methods to describe and visually represent the literature's growth trajectory, productivity, and the social, intellectual, and conceptual structure of the field over the past 50 years. The findings reveal that research in these areas: (a) has shown steady growth, particularly since 2015; (b) is published across diverse journals in the categories of "Education Educational Research," "Psychology," and "Linguistics;" (c) is produced by scholars from various regions, with the USA, China, and Australia as leading contributors; (d) consists of a fragmented research community with limited interaction between groups; (e) is interdisciplinary, emerging from the convergence of research in education, psychology, and linguistics; and (f) has focused on eleven research themes over the past 50 years, including "Teacher Professional Development," "Educational Policy and Practice," "Educational Research Methodology," "Modern Educational Technologies and Learning," "Pedagogical Interaction in the Educational Process," "Professional Standards and Educational Development," "Social-Educational Communities and Communications," "Assessment and Learning Practice," "Educational Practice Research Methods," "Educational Reform Effectiveness," and "Innovative Technologies in Education." The bibliometric analysis provides insights for the further development and reconceptualization of the field, offering perspectives for identifying new research directions and methodological approaches in professional development, continuous professional learning, and teacher professional standards.