Modern conditions of education require the development of new methodological approaches for the implementation of the educational process. The purpose of study is to analyze the axiological paradigm in the Kazakhstan’s system of teacher training and determines experimentally the phases of its development in Kazakhstan in early 21st century. A total of 284 students participated in the experiment. The findings suggest that students in the control group repeated what was said during the lecture. Generally, they did not go beyond repetitions. Out of 142 students who were involved in the first phase of the experimental group, 80 students responded at the heuristic level, 12 students responded at the innovative level, and 8 students responded at the creative level. Students in the experimental group were capable of independent thinking beyond lectures. 8 students proved to be 40% capable of drawing conclusion to an unusual, phenomenally high degree. Practical implications and further research might focus on the special aspects of developing the axiological paradigm not only for students in Kazakhstan, but also in other countries in a comparative aspect. New research can also rely on the experiment’s methodological framework.
One of the important indicators of the development of modern Kazakhstan society is the training of professional teaching staff. Traditionally, the training of social educators focused on personal and social development of students, formation of their General culture, on the harmonization of the social sphere in educational institutions, the willingness to protect the life and health of pupils in the educational process. Professional activity of social pedagogue influenced by his personality, and how to be prepared for practice, will largely depend on social welfare, social immunity and stability of the functioning of contemporary society. The author of the article considers the formation of the readiness of future social teachers for professional activity as a socio-psychological phenomenon. Within the framework of this article, the concept of "readiness for professional activity of future social teachers" will be clarified and its main characteristics will be considered. The results of the research, theoretical conclusions and practical developments in the process of forming the professional readiness of social teachers can be used in the field of social pedagogy, psychology, pedagogy, and social work.
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