Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.edu.kz/handle/123456789/1

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2021 - 20253

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Язык: search.filters.language.АнглийскийТема: search.filters.subject.elective courses

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    Тип записи:Публикация,
    Teaching and Learning foundation of the elective course "Cultural Geography"
    (Science Park Research Organization and Counselling LTD, 2021-10-31)
    Ayzhan Satybaldieva
    ;
    Kulyash Duisenbaevna KAIMULDINOVA
    ;
    Kulash Mamirova
    ;
    Zabira Myrzaliyeva
    ;
    Yerlan Issakov
    At present, one of the urgent problems is the systematization of information on elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course " Cultural geography" for classes of the natural-mathematical direction. In addition, the methodological structure of the course " Cultural geography " has been worked out. The article provides an analytical review of the latest sources on the cultural geagraphy in Russian and English. Keywords: elective course, geography of culture, program, annual plan, methodological structure.
    Цитирования (OpenAlex) 5Цитирования (OpenCitations) 6
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    Training of future teachers for the implementation of continuity of pre-school and primary mathematical education
    (State University of Yogyakarta, 2022-05-30)
    Aigul Syzdykbayeva
    ;
    Fariza Kinzhibayeva
    ;
    Assel Akpayeva
    ;
    Larissa Yevgenievna Ageyeva
    ;
    M. Zh. Мynzhasarova
    The article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.
    Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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    Features of the development of research competence in future special education teachers
    (Frontiers Media, 2025-08-29)
    Gulnur Yerzhanova
    ;
    Akbota Autayeva
    ;
    Bagdat Mazhinov
    ;
    Mira Iralina
    ;
    Sabira Nishanbayeva
    Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
    Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1