Psychosocial Foundations for Pedagogical Skills Formation of Future Specialists in the Special Educational Environment

Authors

  • Roza Sh. Sydykova Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of Kazakhstan
  • Adalyat A. Yussupova Kurmangazy Kazakh National Conservatory, Almaty, Republic of Kazakhstan
  • Galimzhan K. Berekeshev Kurmangazy Kazakh National Conservatory, Almaty, Republic of Kazakhstan
  • Torgyn A. Smailova Kurmangazy Kazakh National Conservatory, Almaty, Republic of Kazakhstan
  • Nauryz T. Kuldanov Abai Kazakh National Pedagogical University, Almaty, Republic of Kazakhstan

DOI:

https://doi.org/10.6000/2292-2598.2020.08.03.26

Keywords:

Creativity, aesthetic cycle, pedagogical process, artistically gifted personality.

Abstract

Objective: The main goal of the work is to analyse future music teachers' pedagogical process and its impact on the creative potential of the individual.

Background: Pedagogical work has always been creative since its main purpose is to build, create a personality, develop, affirm the spiritual principle in a person. In addition, the activities of a teacher are carried out in constantly changing situations, requires consideration of all conditions. Therefore, the main task of a teacher is to transfer his creative potential with special educational needs.

Method: theoretical methods were used for research, which allowed us to determine the role of music in students' development.

Results: It was established that the formation of artistry in the process of teaching vocals is understood as a complex motivational-semantic education. It has been determined that the strength of the students' spiritual attraction to their mentor largely depends on the presence in his individual appearance of such a purely personal quality as an attraction, introduced by psychologists in scientific use for more in-depth ideas about the artistic and communicative possibilities of a person.

Conclusion: The results of the study made it possible to determine that an integrated approach to musical and pedagogical activity helps to solve pedagogical problems using musical art tools that combine a complex of special, psychological and pedagogical, general scientific, methodological knowledge, skills with the leading role of general pedagogical abilities.

References

Carpenter SL. Undergraduates’ perceived gains and ideas about teaching and learning science from participating in science education outreach programs. Journal of Higher Education Outreach and Engagement 2015; 19(3): 113-146.

Merolla DM, Serpe RT. STEM enrichment programs and graduate school matriculation: The role of science identity salience. Social Psychology of Education 2013; 16(4): 575-597. https://doi.org/10.1007/s11218-013-9233-7 DOI: https://doi.org/10.1007/s11218-013-9233-7

Thompson AN, Talbot RM, Doughty L, Huvard H, Le P, Hartley L, Boyer J. Development and application of the Action Taxonomy for Learning Assistants (ATLAs). International Journal of STEM Education 2020; 7(1): Article number 1. https://doi.org/10.1186/s40594-019-0200-5 DOI: https://doi.org/10.1186/s40594-019-0200-5

Bakharia A, Corrin L, De Barba P, Kennedy G, Gaševíc D, Mulder R, Williams D, Lockyer L. A conceptual framework linking learning design with learning analytics. ACM International Conference Proceeding Series 2016; 4: 329-338. https://doi.org/10.1145/2883851.2883944 DOI: https://doi.org/10.1145/2883851.2883944

Chatti MA, Dyckhoff AL, Schroeder U, Thüs H. A reference model for learning analytics. International Journal of Technology Enhanced Learning 2012; 4(5/6): 318-331. https://doi.org/10.1504/IJTEL.2012.051815 DOI: https://doi.org/10.1504/IJTEL.2012.051815

Anders Y, Rossbach H-G. Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education 2015; 29(3): 305-322. https://doi.org/10.1080/02568543.2015.1040564 DOI: https://doi.org/10.1080/02568543.2015.1040564

Zagvyazinsky VM. Methodology and method of didactic research. Moscow: Pedagogika, 1982.

Apraksina OA. From the compiler. Musical education at school. Moscow: Muzyka, 1986.

Humpal M. Thoughts on neurologic music therapy and early intervention. Early Childhood Newsletter 2007; 13(6): 10-11.

Kuzmina NV. Professionalism of a personality of a teacher and master of industrial training. Moscow: Vysshaya Shkola, 1990.

Campbell DJ. Mozart effect. Minsk: Popurri, 1999.

Sukhomlinsky VA. About education. Moscow: Politizdat, 1988.

Vaganova ZhV. The artistry of s teacher as a component of his creative personality. Tyumen: Tyumen State University, 1998.

Samsonov GO. Sound Therapy. Musical wellness technologies. Moscow: Nauka, 2009.

Shushardzhan SV. Music therapy: history and prospects. Moscow: Clinical Medicine, 2000.

Baltabaev MKh. Pedagogical, cultural studies. Almaty: RIK, 2000.

Sukharev AV. Introduction to ethno-functional psychology and psychotherapy: a training manual. Moscow: GASK, 2002.

Klyuev AS. Music therapy: Aesthetic-psychological and clinical aspects. St. Petersburg: SPbSUPSW 2010.

Wolfe DE, Noguchi LK. The use of music with young children to improve sustained attention during a vigilance task in the presence of auditory distractions. Journal of Music Therapy 2009; 46(1): 69-82. https://doi.org/10.1093/jmt/46.1.69 DOI: https://doi.org/10.1093/jmt/46.1.69

Barenboim LS. Questions of performing arts. Moscow: Muzyka 1962.

Baier F, Decker A-T, Voss T, Kleickmann T, Klusmann U, Kunter M. What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for

instructional quality. British Journal of Educational Psychology 2019; 89(4): 767-786. https://doi.org/10.1111/bjep.12256 DOI: https://doi.org/10.1111/bjep.12256

Gebhard M. Teacher education in changing times: A systemic functional linguistics (SFL) perspective. TESOL Quarterly 2010; 44(4): 797-803. https://doi.org/10.5054/tq.2010.237335 DOI: https://doi.org/10.5054/tq.2010.237335

Hoover JJ, Soltero-González L. Educator preparation for developing culturally and linguistically responsive MTSS in rural community elementary schools. Teacher Education and Special Education 2018; 41(3): 188-202. https://doi.org/10.1177/0888406417753689 DOI: https://doi.org/10.1177/0888406417753689

Aebersold M. The history of simulation and its impact on the future. AACN Advanced Critical Care 2016; 27(1): 56-61. https://doi.org/10.4037/aacnacc2016436 DOI: https://doi.org/10.4037/aacnacc2016436

Zhang M, Quintana C. Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers and Education 2012; 58(1): 181-196. https://doi.org/10.1016/j.compedu.2011.07.016 DOI: https://doi.org/10.1016/j.compedu.2011.07.016

Zacharia ZC, Manoli C, Xenofontos N, de Jong T, Pedaste M, van Riesen SAN, Kamp ET, Tsourlidaki E. Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science. Educational Technology Research and Development 2015; 63(2): 257-302. https://doi.org/10.1007/s11423-015-9370-0 DOI: https://doi.org/10.1007/s11423-015-9370-0

Downloads

Published

2020-09-14

How to Cite

Sydykova, R. S., Yussupova, A. A., Berekeshev, G. K., Smailova, T. A., & Kuldanov, N. T. (2020). Psychosocial Foundations for Pedagogical Skills Formation of Future Specialists in the Special Educational Environment. Journal of Intellectual Disability - Diagnosis and Treatment, 8(3), 485–496. https://doi.org/10.6000/2292-2598.2020.08.03.26

Issue

Section

Thematic Issue - Special Education Paradigm in Contemporary Vital Environment at Educational Institutions