Under the conditions of dynamic changes in Kazakhstan society and the modernization of the education system as a resource for these changes, i.e. the transition to a multi-level higher education, the problem of the quality of professional training of teachers is of particular importance. It defines the prospects for the development of education as an integral part of the culture of humanity and society as a whole. Successful professional activities of a modern teacher require a high level of competence, including in matters of professional behavior. From this point of view, the professional training of future teachers, which refers to the purposeful and controlled process of preparing the subject for the implementation of normative behavior in professional activities, becomes highly relevant. One of the urgent directions in studying foreign experience is the study of the theory and practice of teacher training in Western European countries, especially in France, and trying to apply some new effective ways in the Kazakhstan education system. The relevance of this problem is obvious because no matter what modernization takes place in the educational system, they all ultimately go to the teacher, whose level of professional training directly determines the state and prospects of the development of education in any country.The experience of teacher training in France, where reforming the system of pedagogical education is one of the priority areas of state policy, is entirely in tune with many contemporary problems of education. In the process of its development, the French system of teacher training has already solved the problems facing pedagogical education today: the development of state standards for teacher education, the search for effective ways to select applicants for pedagogical specialties, the modernization of the content of professional-pedagogical training, or the development and application of modern technologies in training. Hence the urgent need to analyze the current state of teacher education in France, to identify methods and forms of teacher training, as well as development prospects, provided, of course, their adequate and critical reflection is maintained.It is necessary to mention that this issue is being reviewed only from the side of vocational training but the comparative analysis between European and Kazakhstani systems has not been done in the aspect of its application to our system in the process of future specialist's competence formation. The purpose of this research is to explain and prove the necessity of education in the general system of education, and more specifically, in the area of professional education training of linguistic teachers. Since it concerns all teachers it does not matter which subject they teach and what language they are teaching, our topic pertains to the realm of general education (pedagogy). Furthermore, in teaching pedagogy to linguistic teachers we should pay attention to how to use the general methodology when applied in language teaching.
The aim of this study is to evaluate teacher competencies related to the technology of teaching ethno-cultural subjects in secondary schools. In the research, the descriptive survey model, one of the quantitative research methods, was used. The sample of the research consists of 288 teachers working in various secondary schools in the city of Almaty in Kazakhstan in the 2022–2023 academic year. Research data were collected with the ‘Ethno-Cultural Subjects Teaching Technology Sufficiency Scale’ developed by the researchers. Statistical Package for the Social Sciences 20.0 quantitative analysis program was used in the analysis of the data. Independent groups T-test and one-way analysis of variance were used to analyse the data. As a result of the research; It has been determined that teachers are partially competent in the sub-dimension of proficiency in ethno-cultural subjects, in the sub-dimension of proficiency in the use of technology in teaching ethno-cultural subjects, and in the overall proficiency scale of teaching technology of ethno-cultural subjects. It was determined that the teachers' ethno-cultural subjects teaching technology proficiency did not show a significant difference according to the gender variable. It is seen that the ethno-cultural subjects education technology competencies of the teachers participating in the research make a significant difference in favour of English teachers and social studies teachers according to the branch variable. It has been determined that teachers' ethno-cultural subjects education technology competencies make a significant difference in favour of teachers with 13 years or more experience according to the experience variable. Keywords: Ethno-cultural, ethno-cultural teaching technology, secondary school;
Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities. Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities.
The socio-economic development of society puts forward new requirements for the teacher of training: he must be competent, educated, informed, have developed thinking. The professionalism of future teachers of training is of priority importance, and its formation is a necessary condition for the intensification of education.The scientific search for a solution to the problem of the formation of professionalism among future teachers of training is aimed at resolving the contradictions between:-the need of society for training specialists with a high level of professionalism and an insufficient level of their professional training; the need for personnel with a high> level of professionalism, and the undeveloped process of forming the professionalism of teachers of training at a university; the practical need for the purposeful development of the professionalism of future teachers and the existing conditions for organizing their professional development in an engineering and pedagogical university; the expediency of creating a developmental space and the existing traditional approach to the development of professionalism among future teachers of training at a university.This research aims to analyze future pedagogy teachers' readiness formation in dual-oriented education.It is possible to resolve these contradictions based on scientific support for the integration process of development and formation of the personality of the future teacher.With regard to the topic of the research, we are talking about rethinking the goals and social essence of the training process.In this paper, we have analyzed the training programmes offered to the teachers, surveying the effects and benefits of professional advancement on creating new knowledge and improving the quality of teaching. The survey results have verified the main hypothesis regarding the effect of professional readiness development in raising the quality of teaching, but they have not verified a completely auxiliary hypothesis that views (considers) as a mechanism to meet the professional development needs of teachers.
The reorientation of society to the market relations was required major changes in the system of vocational education. When employment, the employer is interested not store of theoretical knowledge of graduates of higher and secondary special educational institutions, but their preparedness to fulfillment of professional activities in this area. In connection with these requirements of employers and society in our country, were started the implementation of dual system of education.There has developed the innovative labor market in Kazakhstan. And it is necessary to review the traditional approaches in system of vocational education. However, the educational institutions cannot to shift to the new goals of specialists training yet."Duality" means "double unity, duality". Dual training, as showed the practice of European education system is the product of close cooperation between educational institutions and employers for successful professional and social adaptation of future specialists.Together with this, given manuscript demonstrates the necessity of dual oriented education in educational system of the Republic of Kazakhstan for enhancement the professional preparation of the specialists
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.