Abstract:In the process of globalization, internationalization of the economy and business advances, higher education faces new tasks -development of motivation of students for future professional activity. The topicality of the research reveals the motivation of students is consider as an intellectual value, able to increase human capital. The aim of development of student's motivation during the process of professional preparation in higher educational institutions is on implementation of acquired knowledge, skills and attitude in professional activity in changing conditions of economy. Modern production's sectors require from students the ability to ensure competitiveness of products and services, be highly qualified and independent in realization and improvement of their own professional competence. The methodology of the issue of the development of motivation of students based on theoretical methods, data collection methods, data processing methods in SPSS, conditioned by crucial economic, social, scientific significance for facilitating actualization of pedagogical potential. It forms the need in training of competent specialists, demanded in the conditions of modernization and innovative development of society. The results of the research are reflecting on the dynamics development of motivation of students and in comparative analysis, based on Kruskal -Wallis test among respondents (students, teachers, employers). The disclosure of results allows to reveal significance of research based on the Criteria and results of descriptive statistics (mean) for identification of the dynamics of indicators of motivational criterion for generalization practical recommendations on modernization professional preparation of students on specialization in HEI.

Game technology has been identified as a means to developing the Word Formation Skills of Children with Preschool Speech Disorder. The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes. Key words: Kazakh-speaking preschool children, psychological and pedagogical conditions, learning theories, approaches, word-formation, speech games

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

The article is devoted to the experimental study of professional and personal preparedness of higher school teachers to work with gifted students. Thus, the presented materials indicate the need for the purposeful and systematic work on the formation of personal and professional preparedness of the higher school teachers to work with gifted students. It seems advisable to include section on the psychology of giftedness to content of the scientific and pedagogical training of undergraduates, that will allow to put into action more fully the intellectual and creative potential of all subjects of the educational process. Preparedness of teacher to work with gifted children and youth is defined as an integrative personal education consisting of motivational, substantial and procedural components.

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