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Pedagogy and Psychology
ISSN
2077-6861
2960-1649
Издатель
Kazakh National Pedagogical University
2 результаты
Показано: 1 - 2 из 2
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS(Kazakh National Pedagogical University, 2024-10-01); ; ; This research presents a comparative analysis of Continuous Professional Development (CPD) models for teachers in several countries, including Singapore, Finland, Japan, China (Shanghai), Australia, Canada (Ontario), Estonia, and the Netherlands. Employing a qualitative approach and multiple case study methodology, the research identifies key features and trends in CPD. The results indicate that effective CPD models are characterized by individualized approaches, emphasis on collaborative learning, and connections to research activities. Despite variations in implementation, all models recognize the critical role of continuous teacher development in improving educational quality. Innovative approaches are highlighted, such as the Japanese Lesson Study model, the teacher rotation system in Shanghai, and personal learning budgets in the Netherlands. The study underscores the importance of creating flexible, adaptive CPD systems capable of addressing global challenges, including the digitalization of education and the development of 21st-century skills. The research findings can serve as a foundation for improving CPD systems in Kazakhstan, taking into account their unique context for detailing and enhancing the Professional Standard “Teacher”.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, SELF-EDUCATIONAL COMPETENCE OF SUBJECTS OF EDUCATION AS A PREREQUISITE FOR ACHIEVING LEARNING OUTCOMES(Kazakh National Pedagogical University, 2024-05-21); ; ; Азиза ЖунусбековаThe development of self-educational competence is determined not so much by fixed learning outcomes as by the ability to determine and plan the necessary time to achieve the best learning outcomes. The purpose of the article is to present a methodology for determining the time to achieve learning outcomes based on a mathematical model in the process of self-educational activity of subjects of an educational organization of higher education. The study was conducted on the basis of the Kazakh National Women’s Teacher Training University (Almaty, Republic of Kazakhstan) and the State University of Humanities and Technology (Orekhovo-Zuyevo, Russian Federation). The results of the study were obtained on the basis of a comparative analysis of the development of self-educational competence of the subjects of the Kazakh and Russian educational organizations of higher education, the method of designing the applied orientation of teaching pedagogy, the mathematical method using the “didactics equation”. The following methods were used: theoretical analysis, comparison, survey, expert observation. According to the results of scientific research of the subjective activity of students of the Kazakhstani university, an underestimation of the importance of the formation of algorithmic skills for monitoring the achievements of learning outcomes was revealed: 58% of future teachers have a low level of self-educational competence; 44% of students have difficulties in self-planning self-educational activities. 38% of Russian university students were found to be unable to independently choose an algorithm of actions when planning and controlling the time of self-educational activities and productively implement it in the course of the module “Innovative technologies of educational activity”. A mathematical method has been developed using the “didactics equation” (M.I. Poteyev), which allows determining the necessary time for effective learning in the process of self-educational activity of university students.