Bulletin of Kazakh National Women s Teacher Training University

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Competence-based approach as the basis of the education system for teachers of Russian language and literature
(2023-12-28)
Irina Aleksandrovna Bykova
In this article, the author explores the scientific and theoretical basis for the formation of professional competencies of teachers of Russian language and literature. Highlights key competencies that will be in demand in the near future and which currently need to be taught to specialists in the education system. The author of the article pays special attention to the fact that the competency-based approach is currently acquiring particular importance in the professional training of teachers. Within the competency-based approach, two basic concepts are distinguished: competence and competency. The article provides a detailed examination of these concepts proposed by various scientists. The problem highlighted is the development of a model of competencies that will be necessary for highly effective activities of teachers of the Russian language and literature. Competency models have been developed by a significant number of authors, but Kazakhstan’s practice in this matter nevertheless indicates the presence of “blank” spots in the topic under study. As a conclusion, attention is focused on the fact that competencies in the field of education (as, indeed, in any other field) represent a sphere of conceptual understanding of reality. At the same time, educational organizations act simultaneously as integrators of activities, both as spaces and as subjects of cognitive constructions that determine the final result of the work, expressed in the professional competencies of teachers of the Russian language and literature.
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Bloom's taxonomy and critical thinking in teacher education
(2023-10-02)
М. О. Кабышева
The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.
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Pre-service teachers’ professional identity in Kazakhstan
(2023-04-26)
X. V. Polovnikova
;
G. A. Qanay
Teacher education and professionalism are believed to be key to school reform in Kazakhstan (OECD, 2014). As a part of the school reform initiatives, Kazakhstan has been actively investing into teachers’ in-service professional development, teachers’ social support and school infrastructure. Interestingly, however, pre-service teacher education has not been part of those reform initiatives (Yakavets et al., 2017). Whilst teacher professionalism has been actively discussed at the in-service level, there is little to no research on it at the pre-service level. As such, this study aims at exploring future teachers’ professional identity i.e. what factors can influence the development of teachers’ professional identity at the pre-service level. A case study was conducted to explore Year 4 (graduating year) students’ experiences in one pedagogical university in Kazakhstan. The study outcomes indicate a link between pre-service-teachers’ professional identity, quality of students’ professional experiences and their emotions. The development professional identity is viewed as highly emotional process, wherein pedagogical universities must integrate self-reflection and emotional awareness in their academic programmes.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2

Bulletin of Kazakh National Women s Teacher Training University

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