The shift in emphasis from the motor sphere to the mental, psycho-emotional sphere leads to a decrease in the natural motor activity of the younger schoolchild, which actualizes the development of the functional and body adaptive capabilities by means of motor activity. In this regard, the formation of independence for physical education is one of the most important problems in Kazakhstani primary school. Therefore, this research has been undertaken to study: a) the state of work of the country's general education schools in the formation of independence skills in junior schoolchildren; b) the essence and features for the formation of the independence skill in younger schoolchildren through general developing exercises in physical education lessons; c) to propose measures that ensure the effectiveness of the physical education process in primary school to improve the physical fitness of schoolchildren, the formation of their motivation for independent physical education. The revealed results showed that the real experience for organizing physical education of schoolchildren in primary school is not effective enough. The present study points to the beneficial effect of general developing exercises on the physical development of children, especially on the development effectiveness of the independence of schoolchildren and their need for systematic physical exercise.   Keywords: general developing exercises, formation, pedagogical conditions, primary education; primary schoolchildren.

No abstract

The purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organizations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways in problem solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organizations. Keywords; Innovation, innovative activities, preschool organizations, preschool teachers  

The aim of this research is to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. The study data were collected with semi-structured interview forms applied to primary, secondary and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers and 20 high school teachers who were working in various schools in Kazakhstan in the 2021–2022 academic year and agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education – financial advantages, time advantages and transportation advantages – the majority of the participants answered the question as financial advantages. Among the answers given to the question about the disadvantages of online education – adaptation problems, problems in social relationships and connection problems – the majority of the participants answered the question as connection problems. Among the answers given to the question about the advantages of evaluation activities in online education – speed–time advantages, storage advantages and alternative methods’ advantages – the majority of the participants answered the question speed–time advantages. Among the answers given to the question about the disadvantages of assessment activities in online education – connection problems, cheating and distractions – most of the participants answered cheating. Among the answers given to the question regarding the development of assessment activities in online education – improving technology, establishing a counselling unit and preventing copying – majority of the participants answered the question as improving technology. Keywords: online education training, assessment, development of assessment

No abstract