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Journal of Educational Sciences
ISSN
2520-2634
2520-2650
Издатель
Al-Farabi Kazakh National University
14 результаты
Показано: 1 - 10 из 14
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, From Readiness to Practice: Are Pre-service Teachers Prepared for Digital Instructional Practice?Digital transformations in the academic domain demand a high level of readiness for digital instructional practice among pre-service teachers. Future educators’ advanced digital skills have a positive impact on the quality of the teaching process and learners’ academic outcomes. However, despite the high level of digital competence and positive attitude towards technology implementation, future teachers undergo constraints in the authentic setting to apply digital tools and platforms. The purpose of the paper is to identify pre-service teachers’ current preparation for digital instructional practice and make comparisons between self-reported and observed data. Quantitative research design was employed to answer the research questions; data collection tools included the survey and structured observation checklists. The research involved 97 third- and fourth-year students from the Kazakh National Women’s Teacher Training University. The differences between self-assessed and observational outcomes were measured through Spearman’s correlation. The findings reveal a moderate level of digital preparation and a considerable theory-practice gap. The theoretical value lies in creating a holistic comprehension of digital readiness. Practically, the results can empower university authorities to update the training curriculum focusing on the teaching components which were presented in the paper. Moreover, taking into consideration the significant gaps of the digital elements may be the basis of the innovative comprehensive framework. Key words: digital competence, digital readiness, pre-service teachers, digital instructional practice, pedagogical practice. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ЖОО-да студенттердің көркем мәтінді түсіну деңгейін автор-оқырман қатынасы моделі негізінде арттыру әдістемесі(Al-Farabi Kazakh National University, 2024-06-20); The article considers the problem of increasing the level of understanding of students' works of art within the framework of the relationship between the author and the reader. Two different approaches to the reception of artistic texts are highlighted, and, based on our research, we consider the text as a platform for the reader to express their attitude towards the artistic reality presented by the author in the work. From the point of view of the triad “Author-text-reader”, three different aspects of deep consideration of the meaning of the text are described. Each of them will be considered separately, and the opinion of the students will be clarified. A work of art is considered as an event based on the relationship between the author and the reader. Accordingly, the need to create modern effective methods of understanding the work of art based on the relationship between the author and the reader is determined. By differentiating innovative searches on this question, objects are grouped that determine the relationship between the author and the reader. As a result, a new model of author-reader relations will be developed. The effectiveness of the theoretical concept is tested in practice. According to the results of the defining stage, it turns out that students, when analyzing a work of art, limit their attention only to the plot, the content of the story, and try to find manifestations of the author's position. On the basis of the current results, a “reading diary” is offered, the purpose of which is the conscious reading of a work of art by a student. It is concluded that the proposed approach helps to increase the level of understanding of the artistic text. 30 students of Suleiman Demirel University took part in the testing of the methodology. Keywords: author; triad “author-text-reader”; fiction; author-reader relationship; methods of teaching literature; “reading diary”. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, 7. Improving Learners' Writing Skills and Language Awareness via Contrastive Analysis(Al-Farabi Kazakh National University, 2025-09-20) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical Models and Professional Identity Formation of Pre-service Teachers of English as a Foreign LanguageProfessional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Community of Practice, Experiential Learning, Reflective Practice, and Simulation-Based Learning – with particular reference to pre-service teachers of English as a foreign language. It also examines whether integrating these models can provide more comprehensive support for professional identity development than their separate application. The study combined a theory-informed comparative review with a pilot evaluation of the proposed PERS cycle. The conceptual analysis drew on 26 foundational and recent English-language publications published between 1983 and 2026. The pilot involved 32 pre-service EFL teachers enrolled at a university in Kazakhstan. Over four weeks, participants completed 16 academic hours of PERS-based activities. Questionnaire data were analysed descriptively, while 64 reflective entries produced at the initial and final stages of the pilot were analysed using a structured rubric covering pedagogical interpretation, evidence-based reasoning, consideration of alternative courses of action, and professional decision-making. The comparative analysis showed that Community of Practice primarily supports professional socialization and recognition; Experiential Learning strengthens authentic practice and adaptive action; Reflective Practice promotes self-understanding and identity coherence; and Simulation-Based Learning provides opportunities for safe rehearsal and professional decision-making. The PERS cycle integrates these strengths through participation, experience, reflection, and simulation. Pilot results indicated that professional decision-making confidence increased from 3.18 to 3.87 points, while theory–practice integration increased from 3.09 to 3.81. Reflective entries demonstrating analytical, evidence-based, and action-oriented reasoning increased from 28.1% to 65.6%. These findings suggest the practical feasibility of the PERS cycle, although larger controlled studies are needed to confirm its effectiveness. Keywords: professional identity, pre-service, EFL teachers, pedagogical models, reflective practice, simulation-based learning. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Task-based Language Instruction as Scaffolding: A Comparative Study on its Impact on Low and High-Proficiency Readers’ ComprehensionNowadays Task Based Language Instruction is considered as one of the widely used approaches in foreign language teaching. Scaffolding, support from teachers to help learners accomplish tasks that can not be completed independently, gradually reduces as students gain skills and confidence, is effective way of improving reading comprehension skills in language classrooms. This study investigates the effectiveness of TBLI scaffolding as a strategy for improving reading comprehension among low and high proficiency students. Quasi-experimental design was employed to compare the effect of it in both proficiency levels before and after exposure to TBLI interventions. Data were collected through pretest, posttest and lesson observations from 30 students of 10th grade in local school. Statistical analyses, including paired-sample and independent-sample t-tests, to evaluate the significance of within and between group differences. Experiment lasted for 6 weeks, where students had 18 academic hours of learning the English language. The findings reveal that TBLI improves reading comprehension skills of both groups, however low language proficiency students gain more advantages in comparison with higher level students. TBLT has great value in supporting learners with limited linguistic resources by making comprehension more accessible. Conversely, high proficiency students, who already feel comfortable demonstrating independent work and complex tasks, which is the main purpose of scaffolding, benefit less from this approach. Key words: TBLI, scaffolding, reading comprehension, language proficiency. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Ботаникадан оқу-дала практикасының жоғары оқу орындарының оқу үдерісіндегі маңызы(Al-Farabi Kazakh National University, 2026-03-20); ; ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Причины конфликтов в школах по мнениию руководителей школ(Al-Farabi Kazakh National University, 2024-03-20) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Влияние профилактических мероприятий в школе на агрессивное поведение подростков из неполных семей(Al-Farabi Kazakh National University, 2025-12-20); ; М. АтемВ статье рассматривается влияние профилактических мероприятий в школе на агрессию подростков из неполных семей. В последние годы активно изучается проблематика агрессивного поведения подростков. Взаимосвязь особенностей поведения подростков носит сложный и многогранный характер. В исследовании проанализированы причины и специфика агрессии у подростков из неполных семей, а также эффективность школьных профилактических мер. В ходе исследования с помощью анкетирования были выявлены такие показатели, как эмоциональная нестабильность, вербальная и косвенная агрессия, склонность к буллингу. В исследовании приняли участие 75 подростков школы г.Шымкент. Результаты показали, что большинство подростков из неполных семей испытывают трудности в контроле эмоций, значительная их часть часто проявляет вспыльчивость и подвергается буллингу. Для сравнения, у подростков из полных семей эти показатели оказались значительно ниже. Теоретической основой послужили труды отечественных и зарубежных ученых. Особое внимание уделено роли позитивного школьного климата, психологических тренингов и медиации в снижении агрессии. Кроме того, обсуждается влияние социально-экономических и культурных факторов. Итоги исследования подтвердили, что совместная работа школы, родителей и психологов способствует улучшению социальной адаптации подростков и снижению уровня агрессии. Ключевые слова: неполная семья, подросток, агрессия, буллинг, профилактика, школьный климат. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Evaluation of Academic Writing Course Through Students’ Survey(Al-Farabi Kazakh National University, 2026-09-20); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Place and Role of Open Digital Education Resources in General EducationOpen educational resources (OER) have become a critical driver of democratizing access to knowledge in contemporary education systems. They provide learners regardless of geographical location, socio-economic background or institutional affiliation with the opportunity to engage in self-directed learning and professional development. However, the creation of high-quality OER demands methodological literacy, appropriate technological solutions and collaboration between multiple professional actors.This article explores conceptual foundations, development trends and technological requirements associated with building OER for general education. Based on the analysis of international practices, public initiatives and UN recommendations, the study identifies key global trends shaping the OER landscape: mass online learning, MOOC expansion, open licensing, collaborative content production, and the application of emerging intelligent technologies such as artificial intelligence and data analytics.A seven-stage development algorithm for OER was systematized, including needs analysis, audience profiling, content design, resource formalization, verification and testing, dissemination, and continuous updating. The research also provides a role-based model demonstrating the involvement of instructors, instructional designers, multimedia developers and content authors at different stages of OER creation. The study emphasizes that ensuring accessibility, inclusivity and interoperability requires adherence to internationally recognized standards, including SCORM, IMS Global, IEEE LTSC, Creative Commons and others.The findings highlight that well-designed OER not only expand educational access but also improve instructional quality, enhance learner autonomy and stimulate innovation in teaching practices. The developed framework may serve as a methodological basis for designing new courses and educational manuals, as well as for training authors and developers working with digital educational ecosystems. Keywords: Open education, e-learning, electronic publications, MOOC.