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Journal of Educational Sciences
ISSN
2520-2634
2520-2650
Издатель
Al-Farabi Kazakh National University
18 результаты
Показано: 1 - 10 из 18
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Differentiated Instruction in Inclusive English Classrooms: an Umbrella review(Al-Farabi Kazakh National University, 2026-06-20); ; In inclusive educational settings, learners exhibit diverse levels of readiness, abilities, and learning preferences, necessitating the use of flexible and adaptive instructional approaches. This umbrella review synthesizes evidence from systematic reviews and meta-analyses examining the effectiveness of Differentiated Instruction (DI) in inclusive English language classrooms. This study aims to analyze how differentiated instruction-encompassing content, process, product, and learning environment-affects students’ learning outcomes in inclusive English classrooms. Methodologically, the study adopts an umbrella review design conducted in accordance with PRISMA guidelines and the Joanna Briggs Institute (JBI) methodology. Relevant systematic reviews and meta-analyses were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases and critically appraised to ensure methodological rigor. The findings indicate that differentiated instruction has a positive impact on learners’ grammar, reading, speaking, and writing skills, as well as on student motivation, classroom engagement, and social integration. Content and process differentiation demonstrate the most consistent effects across studies. The value of this study lies in identifying the most effective differentiation strategies for inclusive English language classrooms. The results offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance inclusive and learner-centered English language education. Keywords: inclusive education, differentiated instruction, English language teaching, umbrella review, systematic review. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Place and Role of Open Digital Education Resources in General EducationOpen educational resources (OER) have become a critical driver of democratizing access to knowledge in contemporary education systems. They provide learners regardless of geographical location, socio-economic background or institutional affiliation with the opportunity to engage in self-directed learning and professional development. However, the creation of high-quality OER demands methodological literacy, appropriate technological solutions and collaboration between multiple professional actors.This article explores conceptual foundations, development trends and technological requirements associated with building OER for general education. Based on the analysis of international practices, public initiatives and UN recommendations, the study identifies key global trends shaping the OER landscape: mass online learning, MOOC expansion, open licensing, collaborative content production, and the application of emerging intelligent technologies such as artificial intelligence and data analytics.A seven-stage development algorithm for OER was systematized, including needs analysis, audience profiling, content design, resource formalization, verification and testing, dissemination, and continuous updating. The research also provides a role-based model demonstrating the involvement of instructors, instructional designers, multimedia developers and content authors at different stages of OER creation. The study emphasizes that ensuring accessibility, inclusivity and interoperability requires adherence to internationally recognized standards, including SCORM, IMS Global, IEEE LTSC, Creative Commons and others.The findings highlight that well-designed OER not only expand educational access but also improve instructional quality, enhance learner autonomy and stimulate innovation in teaching practices. The developed framework may serve as a methodological basis for designing new courses and educational manuals, as well as for training authors and developers working with digital educational ecosystems. Keywords: Open education, e-learning, electronic publications, MOOC. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Формирование толерантности как направление социально-педагогической работы со студенческой молодежьюThe article is devoted to analyzing the pedagogical foundations for forming tolerance among student youth in the context of socio-educational work. Theoretical approaches to the concept of tolerance are considered, factors contributing to its development among young people are identified, and pedagogical technologies that promote the formation of stable tolerant attitudes in the student environment are proposed. The necessity of systematic work in educational institutions to develop a culture of interpersonal and intercultural interaction is substantiated. The article argues the relevance and scientific-practical significance of the problem of forming tolerance in youth as one of the priority directions of domestic social pedagogy, as well as an important component of socio-educational activity and a condition for the teacher’s mastery of professional competencies. The pedagogical conditions that ensure the optimal and effective choice by a social pedagogue of technologies and specific methods for forming tolerance among youth are defined and theoretically justified. These include the place and forms of their implementation, the timing of the introduction of pedagogical technologies, as well as the professional qualities, competencies, and individual abilities of the specialist. The authors present characteristics of the levels of professional competence of social pedagogues in the process of forming tolerance among student youth in the context of educational organizations. The specifics of the formation of the teacher’s professional competence are identified, consisting of the transition from reproductive-professional interaction with students to professionally adaptive and professionally creative activity within the framework of socio-educational and psycho-pedagogical support. The practical study was conducted in two stages. The first stage involved a sample of 20 students. In the second stage, a formative experiment was conducted with 131 students from the Kazakh National Women’s Teacher Training University. Keywords: tolerance, innovative technologies, socio-educational work, student youth, intercultural competence. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, From Readiness to Practice: Are Pre-service Teachers Prepared for Digital Instructional Practice?Digital transformations in the academic domain demand a high level of readiness for digital instructional practice among pre-service teachers. Future educators’ advanced digital skills have a positive impact on the quality of the teaching process and learners’ academic outcomes. However, despite the high level of digital competence and positive attitude towards technology implementation, future teachers undergo constraints in the authentic setting to apply digital tools and platforms. The purpose of the paper is to identify pre-service teachers’ current preparation for digital instructional practice and make comparisons between self-reported and observed data. Quantitative research design was employed to answer the research questions; data collection tools included the survey and structured observation checklists. The research involved 97 third- and fourth-year students from the Kazakh National Women’s Teacher Training University. The differences between self-assessed and observational outcomes were measured through Spearman’s correlation. The findings reveal a moderate level of digital preparation and a considerable theory-practice gap. The theoretical value lies in creating a holistic comprehension of digital readiness. Practically, the results can empower university authorities to update the training curriculum focusing on the teaching components which were presented in the paper. Moreover, taking into consideration the significant gaps of the digital elements may be the basis of the innovative comprehensive framework. Key words: digital competence, digital readiness, pre-service teachers, digital instructional practice, pedagogical practice. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Teaching English Prose Using Multimedia at UniversitiesThe article presents methodological recommendations on the use of feature films in world literature classes. The lack of motivation among students to read fiction worries teachers, and therefore we are talking about the need to make the learning process more effective and interesting. To achieve the learning objective in the lesson, the necessity of using films is proposed, and the experience of using video films in literature lessons is described. Film versions of prose written in English are specially considered at the lessons of foreign literature of the university. When watching a movie in English or Russian, students are offered tasks and elements of the methodology of work. A systematic list of feature films based on works in English that can be used in the educational process of higher education is proposed. The article discusses ways for the university to use effectively the possibilities of film versions in foreign literature lessons. It describes the experience of using films based on the work in teaching English prose. It also shows aspects that require special attention when working with a video. The study examines ways to effectively use the possibilities of film versions based on works of fiction. Using the example of a comparative analysis of an episode of a work of art and a fragment from a movie created based on this work; the system of working with students is shown. The juxtaposition of literary text and cinema gives students scope for independent creative work, for research. In the process of this comparison, aesthetic taste develops; “one’s own point of view” is formed. The circle of literary interests deepens and expands; great opportunities for the development of speech open up. In the empirical part of the study, 42 students of the Kazakh National Women’s Pedagogical University took part. The authors of the article concluded that the screening of works of world literature, in addition to deep immersion in the literary text, contributes to the formation of aesthetic feeling and aesthetic evaluation, develops analytical skills and creative thinking. Key words: higher education, teaching methodology, electronic teaching aids, video film, foreign literature. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Влияние профилактических мероприятий в школе на агрессивное поведение подростков из неполных семей(Al-Farabi Kazakh National University, 2025-12-20); ; М. АтемВ статье рассматривается влияние профилактических мероприятий в школе на агрессию подростков из неполных семей. В последние годы активно изучается проблематика агрессивного поведения подростков. Взаимосвязь особенностей поведения подростков носит сложный и многогранный характер. В исследовании проанализированы причины и специфика агрессии у подростков из неполных семей, а также эффективность школьных профилактических мер. В ходе исследования с помощью анкетирования были выявлены такие показатели, как эмоциональная нестабильность, вербальная и косвенная агрессия, склонность к буллингу. В исследовании приняли участие 75 подростков школы г.Шымкент. Результаты показали, что большинство подростков из неполных семей испытывают трудности в контроле эмоций, значительная их часть часто проявляет вспыльчивость и подвергается буллингу. Для сравнения, у подростков из полных семей эти показатели оказались значительно ниже. Теоретической основой послужили труды отечественных и зарубежных ученых. Особое внимание уделено роли позитивного школьного климата, психологических тренингов и медиации в снижении агрессии. Кроме того, обсуждается влияние социально-экономических и культурных факторов. Итоги исследования подтвердили, что совместная работа школы, родителей и психологов способствует улучшению социальной адаптации подростков и снижению уровня агрессии. Ключевые слова: неполная семья, подросток, агрессия, буллинг, профилактика, школьный климат. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Evaluation of Academic Writing Course Through Students’ Survey(Al-Farabi Kazakh National University, 2026-09-20); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ЖОО-да студенттердің көркем мәтінді түсіну деңгейін автор-оқырман қатынасы моделі негізінде арттыру әдістемесі(Al-Farabi Kazakh National University, 2024-06-20); The article considers the problem of increasing the level of understanding of students' works of art within the framework of the relationship between the author and the reader. Two different approaches to the reception of artistic texts are highlighted, and, based on our research, we consider the text as a platform for the reader to express their attitude towards the artistic reality presented by the author in the work. From the point of view of the triad “Author-text-reader”, three different aspects of deep consideration of the meaning of the text are described. Each of them will be considered separately, and the opinion of the students will be clarified. A work of art is considered as an event based on the relationship between the author and the reader. Accordingly, the need to create modern effective methods of understanding the work of art based on the relationship between the author and the reader is determined. By differentiating innovative searches on this question, objects are grouped that determine the relationship between the author and the reader. As a result, a new model of author-reader relations will be developed. The effectiveness of the theoretical concept is tested in practice. According to the results of the defining stage, it turns out that students, when analyzing a work of art, limit their attention only to the plot, the content of the story, and try to find manifestations of the author's position. On the basis of the current results, a “reading diary” is offered, the purpose of which is the conscious reading of a work of art by a student. It is concluded that the proposed approach helps to increase the level of understanding of the artistic text. 30 students of Suleiman Demirel University took part in the testing of the methodology. Keywords: author; triad “author-text-reader”; fiction; author-reader relationship; methods of teaching literature; “reading diary”. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Причины конфликтов в школах по мнениию руководителей школ(Al-Farabi Kazakh National University, 2024-03-20) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical Models and Professional Identity Formation of Pre-service Teachers of English as a Foreign LanguageProfessional identity is a key outcome of initial teacher education because it shapes how pre-service teachers understand their professional roles, respond to classroom situations, exercise agency, and develop commitment to teaching. This study compares four pedagogical models widely used in teacher preparation – Community of Practice, Experiential Learning, Reflective Practice, and Simulation-Based Learning – with particular reference to pre-service teachers of English as a foreign language. It also examines whether integrating these models can provide more comprehensive support for professional identity development than their separate application. The study combined a theory-informed comparative review with a pilot evaluation of the proposed PERS cycle. The conceptual analysis drew on 26 foundational and recent English-language publications published between 1983 and 2026. The pilot involved 32 pre-service EFL teachers enrolled at a university in Kazakhstan. Over four weeks, participants completed 16 academic hours of PERS-based activities. Questionnaire data were analysed descriptively, while 64 reflective entries produced at the initial and final stages of the pilot were analysed using a structured rubric covering pedagogical interpretation, evidence-based reasoning, consideration of alternative courses of action, and professional decision-making. The comparative analysis showed that Community of Practice primarily supports professional socialization and recognition; Experiential Learning strengthens authentic practice and adaptive action; Reflective Practice promotes self-understanding and identity coherence; and Simulation-Based Learning provides opportunities for safe rehearsal and professional decision-making. The PERS cycle integrates these strengths through participation, experience, reflection, and simulation. Pilot results indicated that professional decision-making confidence increased from 3.18 to 3.87 points, while theory–practice integration increased from 3.09 to 3.81. Reflective entries demonstrating analytical, evidence-based, and action-oriented reasoning increased from 28.1% to 65.6%. These findings suggest the practical feasibility of the PERS cycle, although larger controlled studies are needed to confirm its effectiveness. Keywords: professional identity, pre-service, EFL teachers, pedagogical models, reflective practice, simulation-based learning.