8D01301 – Pedagogy and Methods of Primary Education

Cipher – the name of the specialty:

8D01301 – Pedagogy and Methods of Primary Education

Accreditation passing (year of completion, period):

–

Form of study:

full-time education.

Period of study:

3 years.

The awarded degree:

PhD

Professional activity:

8D01301 – the subject of the professional activity of the PhD of the specialty Pedagogy and methodology of primary education is the pedagogical process, research and management activities in higher educational and secondary specialized educational institutions.

Objects of professional activity:

The objects of professional activity of a doctoral student are: educational, research, design and educational institutions.

Subject of professional activity:

The main stages of the transformation and development of paradigms in the evolution of pedagogical science as a subject of the doctoral students’ profession; subject, worldview and methodological features of primary pedagogy; scientific schools in the field of pedagogy of primary school and their theoretical and practical news; world and Kazakhstan scientific and pedagogical concepts; mechanisms for introducing scientific innovations into practical activities in the pedagogy of primary school, the pedagogical and scientific ethics of the researcher; current trends, trends and patterns of development of domestic pedagogical sciences in the context of globalization and internationalization; methodology of achievements of pedagogical science of world and Kazakhstan science.

Types of professional activity:

Graduate students of the specialty 8D01301 – Pedagogy and methods of primary education can perform the following types of professional activity:

  • in the field of scientific and educational activities in the context of rapid updating and rapid growth of information flows;
  • conducting pedagogical theoretical and experimental studies;
  • theoretical and applied problems in pedagogical research and their solution;
  • problems of pedagogical training of students at the university;
  • professional and comprehensive analysis of problems in the field of primary school pedagogy;
  • self-development in the world.

Practice bases:

Zhubanov ARSU Department of Pedagogy, Department of Pedagogy, Psychology and Primary Education, pedagogical secondary special colleges.

Modular educational program

Recommended Literature

Main Literature:

  1. Закон РК об образовании // Казахстанская правда. – 2007. – 15августа. – С. 18.
  2. Закон Республики Казахстан «О науке» от 18 февраля. 2011 г. № 407.
  3. Қазақстан Республикасында білім беруді және ғылымды дамытудың 2020–2025 жылдарға арналған мемлекеттік бағдарламасы. [Электрон.ресурс]. – 2019. – URL:http: //adilet.zan.kz/kaz
  4. Государственный общеобязательный стандарт начального общего образования Республики Казахстан. ГОСО РК 2.003.1 – 2008. – Астана: Издание официальное, 2008. – 23 с.
  5. Коджаспирова Г. М. Педагогика: учеб.для студ. вузов, обучающихся по пед. спец. /Г.М. Коджаспирова. – М.: Гардарики, 2009. – 527 с.
  6. Педагогика и психология высшей школы. /Под.ред. М.В.Булановой-Топорковой. -М., 2002. – 545 с.
  7. Хмель Н.Д. Теоретические основы профессиональной подготовки учителя. –Алматы: Ғылым,1998
  8. Кенесарина З.У. Педагогика высшей школы. Учебно методическое пособие. -Алматы: Триумф «Т», 2007. 200 с.
  9. Садыков Т.С. Абылкасымова А.Е. Дидактические основы образования в высшей школе: Учебное пособие. Алматы: РИК Казахской академии образования им. И.Алтынсарина, 2000. – 187 с.
  10. Педагогика и психология высшей школы: Учебное пособие. – Ростов на Дону: Феникс, 2002. – 544 с.
  11. Педагогика: учебник / под ред. Л.П. Крившенко. – М.: Проспект, 2009. – 429 с.
  12. Каменская Е. Н. Педагогика: учеб.пособие. /Е.Н.Каменская. – 2-е изд. – М.: Дашков и К, 2009. – 316 с.
  13. Хмель Н.Д. Теоретические основы профессиональной подготовки учителя. – Алматы: Ғылым,1998
  14. Педагогика: учебник. /под ред. Л.П. Крившенко. – М.: Проспект, 2009. – 429 с.
  15. Педагогика и психология высшей школы. /Под.ред. М.В.Булановой-Топорковой. – М., 2002. – 545 с.
  16. Сластёнин В. А. Педагогика: учебник /В.А. Сластёнин, И.Ф.Исаев, Е. Н. Шиянов; под ред. В. А. Сластенина. – 9-е изд.,стер. – М.: ACADEMIA, 2008. – 567 с.
  17. Сластенин В.А., Исаев И.Ф., Шиянов Е.Н. Педагогика. – М.: Издательский центр «Академия», 2008. – 576 с.
  18. Столяренко Л.Д. Педагогика. – Ростов-на-Дону: Изд-во «Феникс», 2006. – 448 с.
  19. Коджаспирова Г.М. Педагогика: Практикум и методические материалы. – М.: Гуманит. изд. центр ВЛАДОС, 2003. – 416 с.
  20. Ступницкая М. А. Новые педагогические технологии: учимся работать над проектами: рекомендации для учащихся, учителей и родителей / М. А. Ступницкая. – Ярославль: Акад. развития, 2008. – 255 с.
  21. Коркина В.И. Дидактика в схемах и таблицах: Учеб.пособие. – Караганда, 2004.
  22. Краевский В. В. Основы обучения. Дидактика и методика. /В.В. Краевский, А. В. Хуторской. – М.: Академия, 2007.
  23. Оконь В. Введение в общую дидактику. – М.: 2009.
  24. Педагогика. / Под ред. П.И.Пидкасистого. – М., 2008.
  25. Педагогика. / Под ред. С.П. Баранова. – М., 2009.
  26. Педагогика. / Под ред. Ю.К.Бабанского. – М., 2009.
  27. Педагогика: Большая современная энциклопедия. /Сост. Е.С. Ропацевич М.Н. «Современное слово». 2009.
  28. Педагогика: курс лекций. /Под ред. Н.Д. Хмель. – Алматы, 2009.
  29. Подласый И.П. Педагогика. Новый курс. – М. , 2009.
  30. Каменская Е. Н. Педагогика: учеб.пособие. /Е.Н. Каменская. – 2-е изд. – М.: Дашков и К°, 2009. – 316 с.
  31. Сериков В.В. Образование и личность. Теория и практика проектирования педагогических систем. М., 2009.
  32. Ситаров В.А. Дидактика: учеб. пособие. – М., 2009.
  33. Скаткин М.Н. Проблемы современной дидактики. – М., 2009.
  34. Смирнова Н. А. Развитие форм организации обучения в педагогической теории и практике. – Псков: ПГПИ, 2009.
  35. Теоретические основы содержания общего среднего образования. /Под ред. В.В. Краевского, И.Я. Лернер. – М., 2009.
  36. Харламов В.А. Педагогика. – М.: Просвещение, 2009.
  37. Хуторской А. В. Практикум по дидактике и современным методикам обучения: учебное пособие. – СПб: Питер, 2009.
  38. Леднев В.С. Содержание образования. М., 2009. 

Additional literature:

  1. Бабанский Ю.К., Ильина Т.А., Жантекеева З.У. Педагогика высшей школы – Алма-Ата, 1989.
  2. Кертаева Г.М., Боталова О.Б. Организация психолого-педагогических научных исследований: уч.пос. – Павлодар: ЭКО, 2008. – 387с.
  3. Архангельский С.И.Лекции по теории обучения в высшей школе.- М.,1995.
  4. Краевский В.В. Методология педагогики: новый этап: учеб. пособие. /В.В. Краевский, Е.В. Бережнова. – М.: Академия, 2006. – 394 с.
  5. Методология: вчера, сегодня, завтра [Текст]: ст., доклады, дискуссии / ред. – сост. Г. Г. Копылов, М.С. ромченко. – М.: Изд-во Школы Культурной Политики. Т. 3. – 2005. – 487 с.
  6. Кожахметова К., Таубаева Ш., Джанзакова Ш. Методология общей и этнической педагогики в логико-структурных схемах. – Алматы, 2005.
  7. Образцов П.И. Методы и методология психолого- педагогических исследований. – СПб.: Питер, 2004. – 268 с.
  8. Кузнецов И.Н. Научное исследование: Методика проведения и оформление. – М.: Дашков и К, 2006. – 460 с.
  9. Егоров В.В., Скибицкий Э.Г. Организация и технология научного исследования. – Новосибирск: ОАО «Новосибирское книжное издательство», 2006. – 426 с.
  10. Шкутина Л.А., Плотников В.М., Егоров В.В. Основы исследовательской работы в профессиональной педагогике. – Алматы: Гылым, 2000.
  11. Кохановский В.П. Философские проблемы социально-гуманитарных наук: формирование, особенности и методология социального познания: учеб.пособие для аспирантов /В.П.Кохановский. – Ростов н/Д: Феникс, 2005. – 315 с.
  12. Ушаков Е.В. Введение в философию и методологию науки: учебник / Е. В. Ушаков. – М.: Экзамен, 2005. – 527 с.
  13. Берков В.Ф. Философия и методология науки: учеб.Пособие. /В.Ф.Берков. – М.: Новое знание, 2004. – 335 с.
  14. Устемиров К. Профессиональная педагогика: учеб. для учащихся колледжей и студ. вузов. – Алматы: Акнур и К, 2007. – 431 с.
  15. Сергеев И.С. Основы педагогической деятельности: учеб. пособие / И. С. Сергеев. – СПб.: Питер, 2004. – 315 с.
  16. Подласый И. П. Педагогика: учебник. /И.П.Подласый. – М.: Высшее образование, 2006. – 540 с.
  17. Давыдов В.П., Образцов П.И., Уман А.И. Методология и методика психолого-педагогического исследования. – М.: Логос, 2006.
  18. Селевко Г.К. Современные образовательные технологии. – М., 1998.
  19. Абдуллина О.А. Общепедагогическая подготовка учителя в системе вышего педагогического образования. – М., 2001.
  20. Педагогические технологии. Под.ред. В.С. Кушушина. Учеб.пос. – Ростов-на-Дону. 2004. – 336 с.
  21. Қазақ педагогикалық энциклопедиялық сөздігі.-Алматы,1995ж.-185
  22. Ерментаева А.Р. Студенттерді психологиялық дайындау негіздері. – Өскемен, 2007.
  23. Қазақстан Республикасының мемлекеттік Жалпыға міндетті орта білім беру стандарты. – Астана, 2012 ж. 23 тамыз.
  24. Коджаспирова Г.Н., Коджаспиров А.Ю. Словарь по педагогике. -М., ИКЦ «МарТ». Ростов-на-Дону. изд. Центр «МарТ», 2005. – 448 с.
  25. Современный словарь по педагогике. /сост Рабацевич Е.С. «Современное слово», 2001. – 928 с.
  26. Основы педагогики и психологии высшей школы /Под ред. А.В. Петровского. – М., 1996.
  27. Педагогика и психология высшей школы /Отв. ред. М.В. Буланова-Топоркова. – М., 2002.
  28. Современный психологический словарь. /Под ред. Б.Г.Мещерякова, В.П.Зинченко. – Владимир: Прайм-ЕВРОЗНАК, 2006.
  29. Чернилевский Д.В. Дидактические технологии в высшей школе. – М: Академия, 2001.
  30. Основы кредитной системы обучения в Казахстане. Под.общ.ред. Ж.А.Кулекеева. – А., 2004.
  31. Бережнова Е.В., Краевский В.В. Основы учебно-исследовательской деятельности студентов. – М.: Академия, 2010. – 128с. 

Internet resources:

  1. Мемлекет басшысы Қасым-Жомарт Тоқаевтың Қазақстан халқына Жолдауы «Сындарлы қоғамдық диалог – Қазақстанның тұрақтылығы мен өркендеуінің негізі». – Нұр-Сұлтан, 2 қыркүйек, 2019 ж.
  2. Мультимедиа в обучении. https: //for-teacher.ru/technique/78-multimedia-tehnolog.
  3. «Мәңгілік Ел» патриоттық актісі (Толық мәтіні), «ҚазАқпарат» Халықаралық ақпараттық агенттігі https://www.inform.kz/kz/mangilik-el-patriottyk-aktisi-tolyk-matini_a2897386
  4. Le, C. V., & Ognibene, D. (2019). Artificial Intelligence and Education: Promises and Pitfalls. OECD Education Working Papers, (194), OECD Publishing.
  5. Liu, O. L., Bridgeman, B., & Adler, R. M. (2015). Measuring learning outcomes in higher education. Educational researcher, 44(5), 225-232.

Entrance exam questions for the doctoral program in

8D01301 – Pedagogy and Methodology of Primary Education

for the academic year 2024-2025

  1. The role of higher education in the modern era.
  2. The concept of an education system. The Law “On Education” of the Republic of Kazakhstan regarding the objectives of the education system.
  3. The place of pedagogy in the system of human sciences. The subject and main categories of pedagogy.
  4. Fundamental methodological principles of modern pedagogy. The relationship of pedagogy with other sciences.
  5. Pedagogical ideas and activities of Kazakh enlighteners (Y. Altynsarin, Ch. Valikhanov, A. Kunanbayev, Sh. Kudaibergenov, etc.).
  6. A description of the principles of a holistic pedagogical process.
  7. The concept of the learning process. The structure and functions of the learning process.
  8. Typology and structure of lectures in higher education. Requirements for it.
  9. Teaching methods in higher education.
  10. Learning intensification and problem-based learning in higher education.
  11. Activation of students’ educational and cognitive activities.
  12. Teacher self-awareness and the structure of pedagogical activity.
  13. Business games as a form of active learning.
  14. The essence of assessment in education. Types and functions of assessment.
  15. Subject, objectives, and categories of higher education pedagogy.
  16. Foundations of communicative culture for educators.
  17. The concept of forms of organizing learning in higher education, their development in didactics.
  18. Didactics and pedagogical expertise of university educators.
  19. Teaching principles as the primary guide in teaching activities.
  20. The essence, structure, and driving forces of learning.
  21. General concepts of higher education didactics.
  22. Main trends in the upbringing of student youth in Kazakhstan.
  23. Main trends in the upbringing of student youth in Kazakhstan.
  24. Student individual study and research activities.
  25. The concept of optimizing and intensifying the pedagogical process.
  26. Teacher’s management functions in the teaching process.
  27. Concept of pedagogical innovations and modern educational technologies.
  28. General overview of state standards, curricula, educational programs, and textbooks in higher education. Key scientific and pedagogical requirements for them.
  29. Factors influencing the development and formation of personality, and their characteristics.
  30. Challenges and pathways to shaping students’ legal and political culture.
  31. Concept of self-education and self-development of students. Ways to foster students’ readiness for self-education and self-cultivation.
  32. General overview of methods in scientific and pedagogical research.
  33. Computerization and informatization of education in modern higher education.
  34. The essence and content of multicultural education.
  35. The individual in the modern world and the role of education in its development.
  36. Research culture of future professionals.
  37. Concept of personality socialization. The role of education in personality socialization.
  38. History of the development of pedagogical ideas and their influence on social life.
  39. Modern theories and concepts of learning in higher education, and their characteristics.
  40. The essence of programmed learning, and its characteristics.
  41. Traditional teaching (explanatory-illustrative) in higher education.
  42. Methods of educational monitoring.
  43. Technologies of distance education.
  44. Scientific foundations of pedagogical technology.
  45. Methods for organizing independent student work.
  46. Stages of organizing scientific and pedagogical research in universities.
  47. A lecture in a university and requirements for its organization.
  48. Seminars and practical classes in higher education, requirements for organization.
  49. Modern requirements for lecture analysis in higher education.
  50. Modern requirements for the analysis of practical studies in higher education.
  51. Description of methods for monitoring and self-monitoring the effectiveness of students’ educational and cognitive activities.
  52. Characteristics of documents defining the content of education in higher education. Educational programs, curriculum, textbooks, and teaching aids for the specialty.
  53. General concept of teaching methods. Conditions for optimal selection and effective application of teaching methods in higher education.
  54. The pedagogical process as the object of teacher’s activity. Characteristics of components and stages of the holistic pedagogical process in a university.
  55. Concept of methods, techniques, and means of teaching. The issue of classification of teaching methods.
  56. Development, upbringing, and formation of personality. Key factors influencing the development and formation of personality.
  57. The holistic pedagogical process as the subject of pedagogy and the object of teacher’s activity.
  58. The problem of the goal of upbringing in pedagogy, its socio-historical context (Concepts of education in Kazakhstan).
  59. Characterization of control and self-control methods in education, their features in the teaching process within the specialty.
  60. Elevating the status of educators as one of the priorities in the educational policy of Kazakhstan.
  61. Concept of upbringing methods. Various approaches to the classification of upbringing methods.
  62. Educational technologies and their characteristics. Creative activities of subject teachers in designing and implementing authorial methods and technologies.
  63. Rights and responsibilities of educators and students in the Law “On Education” of the Republic of Kazakhstan.
  64. Regularities and principles of learning. Characteristics of the main principles of learning (based on the subject being taught).
  65. Development of a university student’s personality, their characteristics, and features.
  66. Functions of the educational process and their implementation (cognitive, educational, developmental).
  67. Informatization in pedagogical science, its essence and objectives.
  68. Technologies of developmental and interactive learning.
  69. Impetus (motives) of students’ cognitive activities and their stimulation.
  70. A university educator and the main requirements for the personality of a teacher.
  71. Concept of educational management. Management in higher education.
  72. Professional and communicative competence of a university
  73. Higher education system in the conditions of credit-based learning technology.
  74. Primary forms of organizing education in higher education.
  75. A higher education institution is a social institution for upbringing and shaping the personality of a specialist.
  76. Modern systems and trends in the development of higher education in Kazakhstan.
  77. Pedagogical abilities and pedagogical mastery of a university teacher.
  78. Innovations in the modern education system. The role of artificial intelligence in education.
  79. Virtual assistant services in higher education and the role of artificial intelligence in automating the assessment process.
  80. Advantages and disadvantages of using artificial intelligence in higher education.

Essay Topics

  1. National spirituality and the continuity of ethnocultural education and upbringing
  2. The role of higher education as a leading social institution in the development of human capital
  3. Key aspects of teaching and upbringing of primary school students
  4. The principle of academic integrity in modern education and science
  5. New approaches in teaching pedagogy in the era of digitalization
  6. School of advanced pedagogical proficiency and primary school teacher
  7. The importance and relevance of developing soft skills in future educators
  8. Global and national experience in inclusive education
  9. Role and status of educators in Kazakhstani modern society
  10. The role of media space in socialization and personality development
  11. The significance, advantages, and challenges of using artificial intelligence in the education system