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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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Włączenie dzieci ze specjalnymi potrzebami edukacyjnymi w proces edukacji ogólnodostępnejThe problem of inclusive education is complex, debatable, but the main thing is that it is really a social issue because it affects the interests of a large number of people. The international community relates inclusive education to the category of legal issues as it calls upon the human right to quality education throughout life. Inclusive education is the state's policy that aims to remove barriers and enable all children to take an active part in education. Inclusive education is just beginning to develop in Kazakhstan. While school is not ready for serious reforms, it can and should take steps forward. Methodological provision for the inclusive educational space is still at the stage of primary development and testing, which considerably complicates the process of introducing practical solutions as methodological support requires a solid empirical base. Further improvement of the system of inclusive education for children with special educational needs requires, first of all, deep scientific understanding and modeling; also, all possible positive and negative consequences should be forecast. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pre-service teachers’ professional identity in Kazakhstan(2023-04-26); Teacher education and professionalism are believed to be key to school reform in Kazakhstan (OECD, 2014). As a part of the school reform initiatives, Kazakhstan has been actively investing into teachers’ in-service professional development, teachers’ social support and school infrastructure. Interestingly, however, pre-service teacher education has not been part of those reform initiatives (Yakavets et al., 2017). Whilst teacher professionalism has been actively discussed at the in-service level, there is little to no research on it at the pre-service level. As such, this study aims at exploring future teachers’ professional identity i.e. what factors can influence the development of teachers’ professional identity at the pre-service level. A case study was conducted to explore Year 4 (graduating year) students’ experiences in one pedagogical university in Kazakhstan. The study outcomes indicate a link between pre-service-teachers’ professional identity, quality of students’ professional experiences and their emotions. The development professional identity is viewed as highly emotional process, wherein pedagogical universities must integrate self-reflection and emotional awareness in their academic programmes.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Гендерное неравенство в образовательной среде: международный опыт и Республика КазахстанGender inequality in education has changed significantly over the past decades. After all, education is the most important tool for human resource development and a universal human right, as well as an important component of women's empowerment. This study attempts to answer the question: what changes have occurred in the field of gender inequality in the international educational environment through the analysis of domestic and foreign literature on this topic. The article deals with empirical research and theoretical views on gender inequality in the education system. It explores how education reform during the last decade affected on gender equality. An analysis of the trend of gender inequality in the world was also carried out. It explains the reasons of man and woman inequality in education and analyzes how it affects the economy, demography, social sphere, and so on. Thus, gender inequality in education has a direct impact on economic growth by reducing the average quality of human capital. It impedes progress in reducing fertility and infant mortality, thereby jeopardizing progress in welfare in developing countries. While this disparity is undesirable from a social equity perspective, it can also be argued that better use of women's potential in the marketplace can lead to greater efficiency. Education reproduces rather than challenges social inequalities. In addition, in some areas of relationships related to employment, education is important. This suggests that different interests can shape effect of schooling on men's attitudes towards women, and that education can offer women resources that encourage some change in their interpretation of status. Key words: inequality, education, gender, human resource, analysis.Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA(2023-12-29)This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Teacher Professional Development and Professional Standards for Teachers: A Bibliometric Mapping of Literature (1975-2025)(Journal of Social Studies Education Research, 2025-06-15); ; ; ; 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. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, INTERNATIONAL ORGANIZATIONS AND THE IMPLEMENTATION OF SDG 4 IN KAZAKHSTAN – POLICY OF PARTNERSHIPS, AND CHALLENGESThis article explores the role of international organizations in implementing Sustainable Development Goal 4 (Quality Education) in Kazakhstan. The relevance of the study lies in the strategic importance of education as a foundation for human capital development, social equity, and economic growth in the 21st century. In the context of globalization, quality education is a key determinant of national competitiveness and sustainable development. Kazakhstan, as an active member of the international community, closely collaborates with organizations such as UNESCO, the World Bank, the OECD, and UNICEF, whose initiatives have significantly shaped national educational reforms.The main objective of the study is to assess the contribution of these organizations to the modernization of Kazakhstan’s education system, analyzing their financial, methodological, and expert support, while identifying existing challenges in achieving SDG 4.The methodology combines systemic, comparative, content, and historical-analytical approaches. Sources include Kazakhstan’s state programs, official reports of international organizations, and scholarly works in comparative education. This methodological framework enables a holistic view of how global practices are integrated into national policies.The scientific significance of the study lies in highlighting the necessity of adapting international practices to Kazakhstan’s socio-cultural and economic context. The practical significance is reflected in recommendations for improving education policy, reducing the urban–rural gap, strengthening inclusive education, and advancing digital transformation.The findings demonstrate that Kazakhstan has achieved considerable progress with international support: universal access to primary and secondary education has been largely ensured, digitalization initiatives have accelerated, and a legislative basis for inclusive education has been established. Nonetheless, persistent challenges remain, including regional inequality, teacher shortages, and risks of over-dependence on external models. For sustainable progress, Kazakhstan must balance global standards with national priorities, relying on the development of domestic expertise and research capacity.