The Pedagogical Conditions for Reflexive Culture Improvement of Future Teachers

Belegova Aliya; M. Bulakbayeva; E. Barangulov; A. Kenjan; S. Koshimbetova; Tussupbekova Gulmira

doi:10.6000/2292-2598.2020.08.03.36

Authors

Belegova Aliya Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
M. Bulakbayeva Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
E. Barangulov Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
A. Kenjan Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
S. Koshimbetova Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
Tussupbekova Gulmira Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan

DOI:

https://doi.org/10.6000/2292-2598.2020.08.03.36

Keywords:

Pedagogical conditions, future, teacher, reflexive, culture, enhancement.

Abstract

Changes in the socio-political and economic guidelines of modern society have led to the advancement of new requirements for a university graduate to his preparedness level. A market economy with the fierce competition requires specialists who are sensitive to creative work, highly professional, mobile, capable of finding and implementing new, effective forms of organizing their activities.

The research problem is to search for pedagogical conditions that ensure the formation of professional-pedagogical reflection in future teachers in the process of studying at a university.

The purpose of the research is to identify the level of developed skills in reflexive culture and experimentally prove the pedagogical conditions for the formation of professional-pedagogical reflection of the students of the educational faculties and enhance future teacher reflexive culture, especially of the teacher of physical training.

Drawing on educational practices at the Abai Kazakh National Pedagogical University (KAZNPU) further, this paper presents the results of the future teacher reflexive culture (RC) enhancement process. It presents various content-based approach models-including those that have been developed at the KAZNPU and, examines the decision-making process of future teacher reflexive culture enhancement for a particular educational setting.

This research comes to the conclusion that during the development of future teachers’ reflexive culture, it is necessary to use the set of methodological tools supporting the educational process.

References

Andreyev AA. The problem of learning objectives in modern pedagogy Chicago 2009.

Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery 1933.

Schön D. The reflective practitioner. New York: Basic Book 1983.

Flores MA, Day C. Contexts which shape and reshape new teachers’ identities: a multi-perspective study. Teaching and Teacher Education 2006; 22(2): 219-232. DOI: https://doi.org/10.1016/j.tate.2005.09.002

Bauman E. Emotions and reflexivity in feminised education action research. Educational Action Research 2006; 14(3): 315-332. DOI: https://doi.org/10.1080/09650790600847636

Lefoe G. Creating Constructivist Learning Environments on the Web: The Challenge in Higher Education. ASCILITE 1998; 98: 453-464.

Geijsel F, Meijers F. Identity learning: the core process of educational change. Educational Studies 2005; 31(4): 419-430. Gouldner AW. The coming crisis in Western sociology. New York: Basic Books 1970. DOI: https://doi.org/10.1080/03055690500237488

Macfarlane B, Lesley G. The Reflection Game: Enacting the Penitent Self. Teaching in Higher Education 2009; 14(4): 455-459. DOI: https://doi.org/10.1080/13562510903050244

Matthew B, John J. Reflective and Reflexive Practice in Initial Teacher Education: A Crucial Case Study. Teaching in Higher Education 1998; 3(2): 23. DOI: https://doi.org/10.1080/1356215980030208

Mezirow J. How critical reflection triggers transformative learning. In Mezirow J, (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass 1990.

Tanaka GK. Higher Education’s Self-Reflexive Turn: Toward an Intercultural Theory of Student Development. The Journal of Higher Education 2002; 73(2): 263-296. Print DOI: https://doi.org/10.1353/jhe.2002.0024

Ibragimova T, et al. Enhancement of Creativity in Math Skills of People with ID in Education Process. J Intell Disabil Diag Treat 2019; 7(4) 260-264. DOI: https://doi.org/10.6000/2292-2598.2019.07.04.9

Gulnar O, et al. The Foreign Language Students’ Beliefs Regarding Learning Strategies In Different Kazakhstan University Students. J Intell Disabil Diag Treat 2018; 6(3): 96-104. DOI: https://doi.org/10.6000/2292-2598.2018.06.03.5

Bermus AG. Philosophy of education and education policy. - M., 2003; p. 100.