Questions of Development of Students’ Functional Literacy  - Pages 263-269

Zhainagul Beisenova, Kulanda Kanafiyeva, Saltanat Moldakhmetova and Zhanar Kuandykova

DOI: https://doi.org/10.6000/2292-2598.2020.08.03.1

Published: 14 September 2020

Abstract: Objective: The article is devoted to the definition of critical thinking skills, the stimulation of critical thinking in language teaching. One of the requirements of the global linguistic globalisation is functional literacy, which involves a degree of native languages. Today the objective historical principal is the nomination of more serious requirements to the knowledge level and skills of students.

Background: In the current realities, the educational process in higher education institutions should focus on building skills that contribute to the implementation of the concept of “education throughout life”. It is obvious that the main condition for the formation of such skills is the presence of a certain level of functional literacy.

Method: To test the hypothesis of the research and achieve the objectives the following methods have been used: theoretical: analysis of pedagogical, philosophical, psychological literature on research; empirical: observation, analysis of results of operations, testing, conducting formative, notes and summarising experiments; statistical: mathematical processing of experimental results.

Results: The results of experimental work have shown positive changes in all indicators of the activity component. Significantly reduce the number of students who own conclusions and explanations skills at a low level.

Conclusion: To ensure the efficiency of the formation of functional literacy encourage students to apply the technology of critical thinking, which can be used to form the organisational, intellectual and other skills, including the ability to carry out activities of teaching independently.

Keywords: Qualified specialists, educational process, law schools, educational motivation, critical thinking.

Research of the Level of Emotional Intelligence of Preschool Teachers-Methodologists  - Pages 76-86

Diana M. Sabol, Liudmyla I. Melenets, Olha P. Tretyak, Viktoriia M. Shcherbyna and Anastasiia Yu. Kulbediuk

DOI: https://doi.org/10.6000/2292-2598.2020.08.01.10
Published: 10 February 2020

Abstract: The objective of this study was to find out the level of emotional intelligence of preschool teachers-methodologists with the purpose of further professional advancement (enhancing their emotional competence). Tools applied for collecting and processing statistics were the following: survey results, methodologist’s checklists of observation of conducting classes by the teacher, N. Hall’s Emotional Intelligence Test, questionnaires for parents. There was also a survey of training participants followed by written feedback. STATA software was used for data processing, and the online TextAnalyzer utility was used to process free responses from the parent questionnaires. It is found that the system of formation of emotional intelligence, based on the training we have developed, has a positive impact on the development of emotional intelligence of preschool teachers-methodologists. The above approach enhances the knowledge of preschool teachers about their emotions, senses and feelings, contributing to the development of their ability to understand their own emotions. After the training, 7.14% of the participants showed a low level as opposed to the initial level of 33.33%. The medium level rose significantly, from 60.0% to 78.6%. And the high level of awareness of emotional intelligence in teachers has increased more than twice - from 6.67% to 14.29%. The arithmetical mean for raw scores also increased - from 43.87 to 57.54, thus confirming that the system used in training allows developing strategies for modulation of their emotions, introducing the training participants to the techniques of expression of their emotions and developing a range of emotional competency skills aimed at overcoming emotive situations. Since during the analysis of the lessons by the methodologist the teacher had to respect both the positive and negative response of the methodologist and since respect is a component of leadership, we can say that the feedback contributed to the development of leadership qualities of teachers. Regarding pedagogical skills, provided that the teacher constantly works on self-improvement of emotional intelligence, we state that the level of the teacher’s pedagogical skills also improves. We consider it reasonable to further explore the possibilities of developing the competence of emotional intelligence in future teachers during their study in higher educational institutions and preschool teachers.

Keywords: Emotional intelligence, teachers-methodologists, emotional awareness, modulation of emotions, self-motivation.

Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma - Pages 57-67

Kevin Xuereb and Wenn B. Lawson

DOI: https://doi.org/10.6000/2292-2598.2019.07.03.1

Published: 06 August 2019

Abstract: An investigation was undertaken to explore the social environment in a mainstream classroom that housed both non-autistic and autistic students. The research focus was to see if engaging students in a particular programme, successfully reduced stigma. The research is founded upon the concept of autism as part of neurodiversity rather than only disorder. It posits affective and social outcomes of inclusive education can be a reality once stigma is exposed and autism, reframed. The literature reviewed yielded valuable insights into how best to support the rationale of this study to prepare typical classmates for entry of autistic children.

Method: Via a single case-study, an engaging and interactive Peer Preparation Programme (PPP) provided opportunities for the pupils and the focus child to interact with each other; enabling them to acquire knowledge about themselves, each other, autism and ways to minimise the negative impact of stigma.

Results: Findings indicated a considerable increase in empathetic attitudes, spontaneous interactions, peer awareness, positive peer imitations and peer advocacy.

Conclusions: To reframe autism within mainstream classrooms, although conscious this is a single case-study, the program helped pupils comprehend the sensitive issues of social stigma and encourage empathy in practice.

Keywords: Autism, inclusion, stigma, peer awareness, empathy, mainstream classrooms.

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Research on Integrated Learning upon Enhancing Cognitive Activity in Primary School  - Pages 396-405

Botakoz Zhekibayeva, Assemgul Kalimova, Zhanar Sarsekeyeva, Serafima Ossipova and Gulpara Zhukenova

DOI: https://doi.org/10.6000/2292-2598.2020.08.03.16
Published: 14 September 2020

Abstract: Objective: The study aims to identify the possibility of using a set of methods that a future teacher can apply upon working with schoolchildren, and value-based attitudes, which subsequently develop the students' desire to learn.

Background: The model for preparing the teaching staff for work at school presupposes the presence of not only the already approved tools for assessing the quality of education but also the development of teaching principles. For this purpose, the structure of integrated education is applied, which forms the possibility of holistic comprehension of the surrounding world for schoolchildren and the use of technologies for sustainable education on the part of the teacher.

Method: To develop the above methods and attitudes, a pedagogical experiment was performed. In order to study the level of cognitive activity of young schoolchildren, experimental work based on the gymnasium was conducted.

Results: The authors demonstrate that integrated learning can be achieved only if the younger schoolchildren are prepared and discovered their individual way of thinking and desire for knowledge. The study identifies the possibility of using a set of methods that a future teacher can apply upon working with schoolchildren and value-based attitudes, which subsequently develop the students' desire to learn.

Conclusion: The authors have concluded that the use of the integrated learning methodology allows to expand pedagogical techniques and use them natively in high school.

Keywords: Professional education, learning processes, association, structure, training, development.