Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ФОРМИРОВАНИЕ ПРЕДМЕТНЫХ КОМПЕТЕНЦИЙ БУДУЩИХ ПЕДАГОГОВ НАЧАЛЬНОГО ОБРАЗОВАНИЯ КАК УСЛОВИЕ ГОТОВНОСТИ К ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ(Al-Farabi Kazakh National University, 2019-09-04); The training of qualified young professionals is a priority for the higher education. Therefore it is needed to improve training at the university competence of teachers that correspond to the requirements of the time. The article are reveals the essence of a competent approach to the training of future teachers of primary education and addresses the problem of the formation of substantive competencies as a condition for the quality training of teachers for professional activities. The authors reveal the specificity and content of subject specific competences which should possess a primary school teacher. The levels of formation of the substantive competencies are developed on the basis of B.Bloom’s taxonomy of the educational purposes and the specifics of the specialty. The results of experimental studies to identify students level of the development of substantive competences in the process of teaching practice on the 3rd course are represented. They show a need for in-depth work on the formation of the desired competence in further study courses. In this regard to the content of the educational and methodological complexes of the studied disciplines has been revised based on the recommendations of employers and practice instructors. The results of industrial (pedagogical) practice on the 4th course have proved the effectiveness of the updates in the implementation of the practice-oriented approach to the educational process of the university at form the substantive competencies for the students. Key words: competence, professional competencies, substantive competences, pedagogical practice, teaching and educational process.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Bloom's taxonomy and critical thinking in teacher education(2023-10-02)The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Fostering critical thinking in learning outcomes of Kazakhstan initial teacher educationThe integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1