Pedagogical Workshop as a Form of Development of Estimated Competence of a Mathematics Teacher

Шмигирилова, И. Б.; Рванова, А. С.; Tadzhigitov, Askar

doi:10.17513/spno.30408

Cited by 3 publications

(1 citation statement)

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“…В процессе вузовской подготовки у будущих учителей географии должен быть сформирован комплекс компетенций, включающий ценностно-смысловые, общекультурные, учебно-познавательные, информационные, коммуникативные, социально-трудовые и личностные компетенции, для выполнения профессиональных задач в области научных исследований и образования [1]. Более того, формирование нового типа педагога, обладающего творческой компетентностью, становится всё более важным в сфере образования, подчёркивая необходимость инновационных и увлекательных методов обучения [2]. Исследования показали, что обычно компетентность школьных учителей выходит за рамки знаний по конкретному предмету; она охватывает психологические аспекты, навыки критического мышления, а также способность стимулировать любознательность и взаимодействие между учащимися [3].…”

Section: Introductionunclassified

Cartographic Competence in Higher Geographical Education Research: A Review of the Field

Kaimuldinova,

Beikitova,

Sabdenalieva

et al. 2024

Vysš. obraz. Ross. (Print)

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The formation of cartographic competence is an urgent task of higher geographical education. The purpose of the study is to review current trends, summarize the results of research available in the literature, characterize the subject field of cartographic competence research and identify gaps in scientific knowledge regarding cartographic competence. To achieve it, the following tasks were solved: to reveal the essence of the concept of “cartographic competence” and the concepts of “cartographic literacy” close to it, “skills of reading geographical maps”, “spatial thinking”; based on the analysis of the literature, identify the most researched issues and gaps in scientific knowledge in the field of cartographic competence; identify promising areas for further research. A review of research on the formation of cartographic competence was conducted on the basis of analysis and meta-analysis methods according to the PRISMA 2020 criteria by sampling literature by keywords. Research results: a review of research on the definitions of the concept of “cartographic competence” and related concepts was carried out; the most researched problems of cartographic competence and empirical data obtained within the framework of this topic were identified; gaps existing in scientific knowledge were identified; the most promising areas of further research in the field of cartographic competence were identified.

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Section: Introductionunclassified

Cartographic Competence in Higher Geographical Education Research: A Review of the Field

Kaimuldinova,

Beikitova,

Sabdenalieva

et al. 2024

Vysš. obraz. Ross. (Print)

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Assessment in education: Current trends, problems and contradictions (review of scientific publications)

2021

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Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

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Education reform in Kazakhstan: Ways of teacher assessment literacy development

et al. 2022

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Introduction. The reform of many national education systems is associated with a growing focus on assessment as the dominant aspect of the modern educational process. One of the directions of the reform of the Kazakh school system is focused on the transition to criteria-based assessment of the educational achievements of schoolchildren. In this regard, for Kazakhstan, as well as for many countries of the world, the problem of developing evaluative literacy of both practising teachers and today’s students studying in pedagogical educational programmes has become especially acute.Aim. The aim of the current research is to reveal the essential characteristics of assessment literacy as an important quality of a modern teacher, to actualise the problem of its development in the situation of reforming the school education system, to outline possible directions for solving this problem.Methodology and research methods. The present research is based on the complex use of theoretical and empirical methods. The theoretical research was carried out using a comparative aspect analysis of scientific and methodological sources and normative documents on the problem of the formation of teacher assessment literacy. Empirical data were obtained when conducting a survey of school teachers, systematising and summarising its results.Results and scientific novelty. In the course of theoretical analysis, the authors identified the factors, which actualise the problem of teacher assessment literacy development; its main characteristics are summarised, which made it possible for the authors to formulate the definition of this concept. The results of the survey of school teachers demonstrated that shortterm professional development courses for teachers provide a knowledge component of their assessment literacy, but do not solve the problem of developing practical skills, which are in demand in the course of assessment activities. The development of teacher assessment literacy to the behavioural level is a multi-stage and complex process that involves not only theoretical training, but also the independent design of one’s own assessment activity, taking into account the subject characteristics and other contexts accompanying educational practice. Particular attention should be paid to the formation and development of assessment literacy of future teachers during their studies at the university. An integrated approach to solving this problem should provide: the formation of deep knowledge in the chosen subject area, participation in various assessment practices within the framework of methodological courses and pedagogical practices, interaction with practising teachers.The practical significance of the study lies in the recommendations that determine possible directions for solving the problem of developing school teacher assessment literacy in the context of reforming the educational assessment system.

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Pedagogical Workshop as a Form of Development of Estimated Competence of a Mathematics Teacher

Cited by 3 publications

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Cartographic Competence in Higher Geographical Education Research: A Review of the Field

Cartographic Competence in Higher Geographical Education Research: A Review of the Field

Assessment in education: Current trends, problems and contradictions (review of scientific publications)

Education reform in Kazakhstan: Ways of teacher assessment literacy development

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