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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Язык: search.filters.language.АнглийскийТема: search.filters.subject.professional identity

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    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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    Impact of practice-centered learning on the development of students' professional identities: Learning outcomes
    (2024-01-29)
    Malika Maksatovna Knissarina
    ;
    Aigul Syzdykbayeva
    ;
    Yelena Agranovich
    ;
    Gulmira Zhumaliyeva
    ;
    Baikulova Aigerim Meirkhanovna
    The progress of education in our country is still constrained by the low status of teaching. The comprehension and growth of university students' stages of professional identity creation are not well researched. This issue is now recognized on both a theoretical and practical level. This research aimed to examine the effectiveness of providing practice-centered learning in the construction of students' professional identities. The study employed a mixed-data collection strategy. A random sample of respondents was used to generate quantitative data. The study involved 253 learners at "Baishev University," Aktobe, Kazakhstan. According to the study's findings, low levels of development have been found in students' professional identity, motivation and interest in professional self-development. This demonstrated the importance of resource support for educational innovations as well as the development and implementation of technology-based practice-centered learning for future teachers. As a result of evaluating the implementation of technology-based practice-centered learning and resource support for educational innovations, positive dynamics shaping learners' professional identities are identified. Thus, the study's findings confirmed our hypothesis that using practice-centered learning to foster students' professional identities has a positive impact when systemic and technological approaches are used.
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