The purpose of the research is to study and scientifically substantiate personalized strategies as the basis for personalized learning aimed at improving academic performance and student motivation. The study involved 65 teachers and 700 students of various specialties from three Russian and Kazakhstan universities. The survey analysis showed that the modern generation of students is no longer motivated to receive standardized educational services, and in this context, personalized strategies as a form of personalized learning are a key trend that has permeated all aspects of professional training. Unfortunately, currently, universities find it difficult to implement such an approach as personalized learning makes educational modules highly adapted and individualized to meet the needs of each particular student. To apply personalized strategies in the educational process, it is necessary to study the structure of a particular institution, to analyze educational programs, to conduct classes based on personalized learning strategies.

Главный редактор Дихан Камзабекулы доктор филологических наук, проф. (Казахстан) Зам. главного редактора Шолпан Жаркынбекова доктор филологических наук, проф. (Казахстан) Редакционная коллегия Аскероглы Рамиз д.ф.н., проф. (Әзербайжан) Акматалиев Абдылдажан д.ф.н., проф. (Киргизстан) Бахтикиреева Улданай д.ф.н., проф. (Россия) Беженару Людмила д.ф.н., проф. (Румыния) Бейсенбаева Жанаргуль к.ф.н., ассос. проф. (Казахстан) Бижкенова Айгуль д.ф.н., проф. (Казахстан) Жакыпов Жантас д.ф.н., проф. (Казахстан) Жан Динжин PhD, проф. (Китай) Журавлева Евгения д.ф.н., проф. (Казахстан) Ескеева Магрипа д.ф.н., проф. (Казахстан) Ержласун Гульжанат PhD, ассос. проф. (Турция) Каскабасов Сейит д.ф.н., проф. (Казахстан) Негимов Серик д.ф.н., проф. (Казахстан) Нургали Кадиша д.ф.н., проф. (Казахстан) Нуриева Фануза д.ф.н., проф. (РФ, Татарстан) Райхл Карл д.ф.н., проф. (Германия) Рахманов Насимхон д.ф.н., проф. (Узбекистан) Риверс Уильям Патрик PhD, проф. (США) Сатенова Серикгуль д.ф.н., проф. (Казахстан) Султанов Казбек д.ф.н., проф. (Россия) Тажибаева Сауле д.ф.н., проф. (Казахстан) Хисамитдинова Фирдаус д.ф.н., проф. (РФ, Башкортостан) Чернявская Валерия д.ф.н., проф. (Россия) Шарип Амантай д.ф.н., проф. (Казахстан) Шарипова Гульбану к.ф.н., ассос. проф. (Казахстан) Экиджи Метин PhD, проф. (Турция) Янковский Хенрих PhD, проф. (Польша)

Currently, dual-oriented learning in the educational process is becoming an urgent issue. The article presents a brief excursion of dual-oriented training of future specialists in the far and near abroad, which is a system of pedagogical education, providing for a combination of theoretical learning in a higher educational institution with periods of production activity at school. Positive experience in the implementation of dual education in the European Union, Russia, Belarus, Kazakhstan is highlighted with the goal of developing a Kazakhstan model of professional training of the future teacher based on dual-oriented education. The innovativeness of the Kazakhstan model will consist of: the creation of a “corporate triangle” aimed at training a specialist; in the implementation of the communicative paradigm of dual-centered learning, which is a conceptual model of the “communicative subject” deployed in the activity-dynamic dimension of the educational process. The features of the dual-oriented process, which in turn will provide a high level of professional training for teaching, are revealed. The mechanisms of the formation of a “group communicative subject” have been identified, suggesting the emergence of polyphony of needs and professional interests of future teachers who try, each in his own way, to express his individuality and make his own contribution to the common cause. It is this polyphony of individualities that arises in the triad of the “corporate triangle” (university, college, school) as the core of effective and productive interaction in a communicative educational environment, which is a sign of the effective manifestation of the “group communicative subject”. The presented theoretical models of dual-oriented learning within the framework of a single pedagogical technology will mean the development of conditions of “framework agreement” in the context of which representatives of the pedagogical movement could follow the development of a new didactic toolkit creating an atmosphere of creative search.

No abstract

No abstract