Implementation of Ethno-Cultural Approach in Higher School As Factor of Socialization of Multilingual Person of Future Teacher

Varlamova, Elena Yu.

doi:10.17922/2412-5466-2017-3-1-117-123

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The result of the implementation of such an education is a holistic worldview and a prevailing system of value orientations (Andrew, Larochelle-Audet, Borri-Anadon, & Potvin, 2014;Dilmukhametova, 2014). Ethnocultural education can be interpreted in two ways: first, as a historically established and developing activity of an ethnic group in creating and developing its own culture (its own holidays, traditions, rituals, original folk art), embodying ethnic self-consciousness, ethnic stereotypes and its character (Varlamova, 2017). Secondly, the activities of various socio-cultural institutions, state and non-state structures aimed at studying, preserving, developing traditional folk culture and translating their works and values into the modern socio-cultural field (Glugoski, 1994).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Technology of teaching ethno-cultural subjects in secondary schools

Alua

Elmira

et al. 2022

WJET

View full text Add to dashboard Cite

The aim of this study is to evaluate teacher competencies related to the technology of teaching ethno-cultural subjects in secondary schools. In the research, the descriptive survey model, one of the quantitative research methods, was used. The sample of the research consists of 288 teachers working in various secondary schools in the city of Almaty in Kazakhstan in the 2022–2023 academic year. Research data were collected with the ‘Ethno-Cultural Subjects Teaching Technology Sufficiency Scale’ developed by the researchers. Statistical Package for the Social Sciences 20.0 quantitative analysis program was used in the analysis of the data. Independent groups T-test and one-way analysis of variance were used to analyse the data. As a result of the research; It has been determined that teachers are partially competent in the sub-dimension of proficiency in ethno-cultural subjects, in the sub-dimension of proficiency in the use of technology in teaching ethno-cultural subjects, and in the overall proficiency scale of teaching technology of ethno-cultural subjects. It was determined that the teachers' ethno-cultural subjects teaching technology proficiency did not show a significant difference according to the gender variable. It is seen that the ethno-cultural subjects education technology competencies of the teachers participating in the research make a significant difference in favour of English teachers and social studies teachers according to the branch variable. It has been determined that teachers' ethno-cultural subjects education technology competencies make a significant difference in favour of teachers with 13 years or more experience according to the experience variable. Keywords: Ethno-cultural, ethno-cultural teaching technology, secondary school;

show abstract

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%