Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.edu.kz/handle/123456789/2

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2021 - 20263

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Тема: search.filters.subject.professional identity

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    Тип записи:Публикация,
    Development of professional thinking in the setting of group multimodal supervision
    (Medical Communications Sp. z o.o., 2021-11-10)
    Professional League of Psychologists and Specialists of Helping Professions, Almaty, Republic of Kazakhstan
    ;
    Yevgenia Lashkova
    ;
    Sveta Kydyrbekovna Berdibayeva
    ;
    Akmaral Syrgakbayeva
    ;
    Mariya Mun
    The aims of this article are multifaceted: to change the ideas about the traumatic nature of supervision, to reveal its potential in the development of young specialists, to preserve and maintain professional identity among experienced psychologists, and to develop supervision as an integral part of the full-fledged activity of practising psychologists and specialists in the helping professions in Kazakhstan. The article is devoted to the analysis of the main definitions of professional thinking which are developing in the setting of group multimodal supervision. Based on the analysis, three definitions were identified – the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. The article shows the importance of the development of these definitions of professional thinking among practising psychologists, and describes the features of the development of these definitions in group multimodal supervision. The following definitions of thinking were identified in the course of data analysis: the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. These definitions productively describe what professional competencies are formed in the process of supervision by a specialist. The described competencies of professional thinking fill in the existing gap of knowledge in this area, showing how the experience of supervision in the multimodal supervision group works towards the establishment of professional identity, and what specific mental competences are developing. It is worth noting that this is the first experience of highlighting the formation of the definitions of professional thinking. The study is based on the following theoretical traditions in psychology: general psychology, psychoanalysis, and professional multimodal model of supervision.
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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
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    The psychological impact of mentorship on early-career english teachers
    (Turan University, 2026-02-07)
    G. O. Berkinbayeva
    ;
    G. T. Razymkhan
    This article explores the psychological effects of mentoring on aspiring English teachers, focusing on its influence on professional well-being and commitment to the profession. Drawing on a review of contemporary theoretical and empirical research, it shows that effective mentoring programs significantly reduce burnout, enhance teaching confidence, and provide vital emotional support during the challenging early stages of a teaching career. The study examines different mentoring models and their psychological outcomes, such as stress reduction, professional identity formation, and increased resilience, while also addressing challenges specific to English language teaching. The findings reveal a strong relationship between high-quality mentoring and improved psychological well-being, lower attrition rates, and continuous professional development among novice educators. The article concludes with practical recommendations for educational institutions, highlighting the need for structured and context-sensitive mentoring programs that support both pedagogical skill development and the psychosocial needs of aspiring English teachers.