Journal of Educational and Social Research

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Conditions for Training Future Teachers on a Tolerant Basis: A Sociological Analysis in Case of Kazakhstan
(Richtmann Publishing, 2024-05-05)
Balzhan Sengerbekova
;
Kymbat Smakova
;
Nargiza Baltabayeva
;
Kurmangali Urazbayev
;
Fauziya Sametova
This article discusses the main conditions and features of the formation of pedagogical tolerance among future teachers. The phenomena of tolerance and social distance are studied, problematic aspects in the field of pedagogical tolerance formation are considered, ways of their solution are proposed. The data of the Committee for the Protection of Children's Rights of the Ministry of Education and Science of the Republic of Kazakhstan, the international rating Kids Rights Index, the Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan were used. The theoretical concepts and methodology of the Emory Bogardus scale of social distance are considered. The article also discusses theoretical approaches to the formation of tolerant values among students – future teachers and their practical implementation in the educational process of the university. Pedagogical tolerance is understood as a value, the formation of which is facilitated by conditions whose effectiveness has been confirmed experimentally. Received: 9 February 2023 / Accepted: 29 April 2024 / Published: 5 May 2024
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Improving Professional Speech Culture of Prospective Philology Teachers through Digital Technologies
(Richtmann Publishing, 2026-07-05)
Gulnara Meirbekova
;
Assylbek Meiirbekov
;
Zharkinbyke Suleimenova
;
Gulimzhan Zhylkybay
Higher education places a high priority on helping prospective philologist-teachers develop their professional speech culture, but there is currently little data on scalable, low-cost approaches. This study investigated whether short podcast-style digital-storytelling assignments were associated with improvements across four dimensions of prospective philology teachers’ professional speech culture. Parallel intact sections were used in a quantitative, quasi-experimental pretest–posttest design. The control group tackled the same subjects through traditional exercises, while the DS group finished podcast tasks with a concentrated feedback-revision cycle. Two trained raters who were blind to group used a four-criterion analytical rubric to evaluate performance on the baseline and post-test. Additionally, students completed a 12-item self-report questionnaire aligned with the same four components at both time points. Analysis of covariance using the corresponding pre-test scores as covariates showed higher adjusted post-test scores for the experimental group across all four components. The largest effects were observed for Professional Style (partial ?² = .20) and Structure (partial ?² = .18), followed by Audience Focus (partial ?² = .08) and Diction (partial ?² = .07). The findings suggest that a lightweight DS workflow may support meaningful improvements in professional speech culture within a single course cycle. Received: 13 March 2026 / Accepted: 25 June 2026 / Published: July 2026

Journal of Educational and Social Research

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