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Bilim scientific and pedagogical jornal
ISSN
1607-2790
2960-0642
Издатель
National Academy of Education named after Y. Altynsarin
14 результаты
Показано: 1 - 10 из 14
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Exploration of stakeholders' perceptions and understandings of media literacy: a case study of one schoolThis study examines the perceptions and understandings of media literacy among key stakeholders in a Kazakhstani school, focusing on EFL (English as a Foreign Language) teachers and the school principal. The case study school, Talap, a selective, publicly-funded boarding institution in southern Kazakhstan, educates 305 gifted students with a curriculum aligned to both international standards and the State Standard of the Republic of Kazakhstan. Through semi-structured interviews with the principal and focus group discussions with teachers, the research explores how digital tools are used to foster critical media evaluation and enhance learning. While teachers primarily perceive media literacy as a means to promote critical thinking and student engagement in the classroom, the principal approaches it from an institutional and ethical perspective, pointing out professional conduct and the school's reputation. This distinction reflects the differing priorities between teaching practice and institutional management. Challenges identified include distinguishing between reliable and unreliable information. The findings contribute to the growing discourse on media literacy integration in educational settings, offering strategies for improving both pedagogy and ethical standards in the context of digital learning. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Analysis of world practices in implementing “teaching practicum”(National Academy of Education named after Y. Altynsarin, 2025-03-31); Zhumagali AbuovWith the rapid development of new technologies, different programs are being implemented in education to develop the teaching profession. Teaching practicum is the most essential part of the teaching process in training qualified teachers. Teaching practicum plays a major role in providing pre-service teachers with the most important professional competencies. The study aims to compare the teaching practicum of countries that performed well on the 2022 PISA exam to how teaching practicum works in Kazakhstan's education system and the process and application elements. The phenomenology design, one of the qualitative research methods, was used to achieve this aim. Within the relevant research design scope, data were collected on how teacher training systems and teaching practicums of 17 countries were processed. Primary and secondary sources and official reports were used in the data collection process. Descriptive comparative content analysis was applied in the analysis of the data. According to the research results, countries that were successful in the 2022 PISA exam implemented both compulsory and optional teaching practicums. It is seen that teaching practicum in Kazakhstan is carried out according to the professional development schools model, while different practice models are used around the world. Additionally, it has been determined that the teacher training process and the time allocated to teaching practicum vary from country to country. Within the scope of these results, basic recommendations on teaching practicums at universities in Kazakhstan are presented. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Ерекше білім беру қажеттіліктерін бағалауда жалпы білім беру бағдарламасын бейімдеудің ерекшеліктері(National Academy of Education named after Y. Altynsarin, 2025-06-30); Мақалада мұғалімдердің ерекше білім беруді қажет ететін білім алушылармен жұмыс жасау барысында білім беру бағдарламасын бейімдеудің ерекшеліктері мен қиындықтарын анықтау үшін зерттеу жүргізілді. Зерттеу мақсатын жүзеге асыру үшін Қазақстанның барлық аймағындағы, оның ішінде ауылдық және қалалық мектептердің мұғалімдеріне сауалнама жүргізілді. Сауалнамаға жалпы орта мектепте жұмыс жасайтын 16355 мұғалім қатысты. Зерттеу онлайн түрде Google Forms платформасы арқылы жүргізілді. Зерттеуге қатысушылардың ішінде ең көп қатысқан аймақ – Түркістан облысы (2086 респондент). Зерттеу жұмысы аясында ерекше білім беруді қажет ететін білім алушылармен жұмыс жасауда ең жоғары дайындық деңгейі (63,4%) еңбек өтілі 1 жылға жетпеген жас мұғалімдер арасында екені байқалды. Оқу бағдарламасын бейімдеу үшін қажет қолдаудың ішінде 32 % мұғалім білікті арттыру курстары қажет деген жауапқа басымдық береді. Мақаланың талқылау және нәтижелер бөлімінде зерттеу барысында анықталған нәтижелер Қазақстанда жүргізілген өзге де зерттеу қорытындыларымен салыстырылды. Зерттеуді қорытындылай келе, білім беру бағдарламаларын бейімдеуде мұғалімдердің кезігетін мынадай кедергілері анықталды: балалардың жеке ерекшеліктерін есепке алуда қиындықтарға тап болу, оқу мақсаттарын ерекше қажеттіліктері бар балалардың мүмкіндіктеріне сай бейімдеуде қиындықтарды сезіну, оқушыларды диагностикалау, оқу жетістіктерін бағалау. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Problems of continuity of the content of the chemistry course in secondary schools and universities(National Academy of Education named after Y. Altynsarin, 2025-03-31); D.Zh. NiyazovaThe article examines the current issues of the relationship between chemistry education in secondary schools and universities. The discrepancy between the expectations of universities and the knowledge of high school graduates is introduced into the context, and key problems preventing the successful continuity of educational programs are identified. The current state of the content of the chemistry course at school and the requirements of universities for the level of training in this subject are analyzed. The authors analyze the current situation in educational programs, identifying contradictions between the requirements of universities and the level of training of high school graduates in the field of chemistry. The article examines in detail the key factors influencing the continuity of learning, such as differences in curricula, teaching methodology and evaluation criteria. The authors also offer an overview of existing methods and mechanisms for ensuring continuity and evaluate their effectiveness. The article highlights the roles of teachers, educational institutions and students in improving the coherence of educational programs, as well as provides specific recommendations for solving these problems. The article also provides an overview of the existing mechanisms for ensuring continuity and their effectiveness. Based on the study, specific recommendations are proposed to improve coordination between educational levels. The roles of teachers, educational authorities and universities in solving these problems are highlighted. In conclusion, the importance of joint efforts of all participants in the educational process to ensure high-quality training of future specialists in the field of chemistry is emphasized. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Logical structure of developing transversal skills in primary school students in small-scale schools(National Academy of Education named after Y. Altynsarin, 2025-09-30); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Logical structure of developing transversal skills in primary school students in small-scale schools(National Academy of Education named after Y. Altynsarin, 2025-09-30); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Наставничество для молодых учителей в Казахстане: систематический литературный обзорДанный систематический литературный обзор рассматривает наставничество для молодых учителей в Казахстане в контексте международных исследований, посвящённых профессиональной индукции учителей, профессиональной социализации и развитию педагогов на раннем этапе карьеры. Актуальность исследования определяется необходимостью усиления поддержки начинающих учителей, повышения их удержания в профессии, а также обеспечения практической реализации политики Казахстана, направленной на укрепление статуса педагога и профессионального развития. Цель обзора заключается в синтезе национальной и международной литературы по наставничеству молодых учителей, а также в выявлении преимуществ, трудностей и последствий наставничества для школьного контекста Казахстана. Обзор был проведён с опорой на принципы PRISMA 2020. На первоначальном этапе было выявлено около 120 источников через базы данных Web of Science, Scopus, ERIC, Google Scholar, материалы OECD и UNESCO, а также региональные политические источники. После скрининга и полнотекстовой оценки в итоговый синтез были включены 45 источников. Научная новизна статьи заключается в интеграции казахстанских и международных данных через социокультурные теории, в частности концепцию зоны ближайшего развития Выготского и теорию сообществ практики. Результаты показывают, что эффективное наставничество может способствовать улучшению педагогической практики, эмоционального благополучия, профессиональной уверенности и интеграции в школьное сообщество, особенно в тех случаях, когда наставники проходят специальную подготовку, а поддержка носит развивающий, а не оценочный характер. Вместе с тем данные по Казахстану указывают на неоднородность качества наставничества, подготовки наставников, условий рабочей нагрузки и практической реализации официальных правил наставничества. В обзоре делается вывод о том, что Казахстану необходима более последовательная, основанная на исследованиях система профессиональной индукции, включающая подготовку наставников, выделение специального времени, чёткое разграничение наставничества и оценки, а также систематическую оценку результатов наставничества. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psychological and pedagogical support for the successful education and development of children with special educational needs(National Academy of Education named after Y. Altynsarin, 2024-12-31); K. TebenovaThis article addresses the challenges associated with ensuring the successful education and development of school-aged children with special educational needs. In today’s educational landscape, it is critical to create inclusive environments that cater to the diverse needs of these children, regardless of their individual characteristics. Providing equitable and accessible education is the fundamental responsibility of the state, prioritizing the well-being and rights of all citizens. However, achieving this goal relies heavily on the specialized efforts of teachers. By leveraging their expertise, educators play a vital role in ensuring fair treatment and equal learning opportunities for students with varying abilities. To meet these objectives, the study utilized methods of theoretical analysis and empirical research. The primary method involved conducting surveys among teachers and parents, based on a structured questionnaire developed by the authors. The findings highlight the importance of engaging parents or legal guardians, alongside psychologists, in the educational process through active and collaborative interactions. This approach enhances the psychological and pedagogical competencies of teachers working with special educational needs, thereby improving the overall quality of inclusive education. Both positive and negative patterns in the participants’ interactions with a psychologist in educational relations were found by analyzing the survey results. The structure and substance of the psychologist’s work with schoolchildren who have special educational needs, as well as their interactions with teachers, parents, and legal agents, all reflect the peculiarities of their inclusive practice. To achieve this goal, methods of theoretical analysis and empirical data processing were used. The main method was a survey of teachers and parents using a questionnaire developed by the authors. The analysis made it possible to show the need to involve parents (legal representatives) and the teacher of a psychologist in the correctional and educational process by using active forms of interaction with them in order to increase their psychological and pedagogical competence. This, in turn, indicates the need to expand the forms of work with teachers and with parents (legal representatives) of children with special educational needs to teach successfully and develop them accessible methods and techniques for correcting the psyche of schoolchildren.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Бастауыш сынып білім алушыларының ағылшын тілін меңгеру барысында сөйлеу дағдыларына креативті тапсырмалардың әсері(National Academy of Education named after Y. Altynsarin, 2024-12-31); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Logical structure of developing transversal skills in primary school students in small-scale schools(National Academy of Education named after Y. Altynsarin, 2025-09-30);