Pedagogy and Psychology

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The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School
(Kazakh National Pedagogical University, 2026-07-01)
MAHABBAT BAIMENOVA
;
Beibitkul S. Karimova
;
G.S. Mailybayeva
;
Aigul Iskakova
The article considers the role of digital didactics in the formation of the language personality of primary school students. In the context of the digital transformation of education, scientific analysis of the possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.
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GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS
(Kazakh National Pedagogical University, 2024-10-01)
Aigul Syzdykbayeva
;
Yelena Agranovich
;
Larissa Yevgenievna Ageyeva
;
V.D. TYAN
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”.
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Pedagogy and Psychology

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