Formation of Gnostic Skills in Future Social Teachers in The Process of Media Education

Makulbek Tavassarov; Perizat  Seiitkazy; Toktar  Kerimbekov

doi:10.48161/qaj.v4n3a831

Authors

Makulbek Tavassarov Department of Social Pedagogy and Self-knowledge L.N. Gumilyov Eurasian National University 010008, 2 Satpayev Str., Nur-Sultan, Republic of Kazakhstan.
Perizat Seiitkazy Department of Social Pedagogy and Self-knowledge L.N. Gumilyov Eurasian National University 010008, 2 Satpayev Str., Nur-Sultan, Republic of Kazakhstan.
Toktar Kerimbekov Department of Education, Faculty of Pedagogy, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan.

DOI:

https://doi.org/10.48161/qaj.v4n3a831

Abstract

Gnostic skills are a little-studied topic both for Kazakhstan and for the world scientific community as a whole. Therefore, it is necessary to study this problem in as much detail as possible in order to modernize the teaching process and successfully develop gnostic skills in future social teachers in the process of media education. The purpose of the study is the theoretical and experimental substantiation of a complex of pedagogical conditions for the formation of students' gnostic abilities in the process of professional education. The methodological basis of the presented research is a combination of various general scientific methods of cognition. In this study, methods of analysis and synthesis of information, a comparative method, as well as methods of induction and deduction were used. At the final stage of the study, the method of systematic analysis of scientific literature was used, which relates to the subject of the study. In the process of research, it was determined that gnostic abilities mean a proven readiness to achieve a goal in gnostic activity, realizing it under more or less strict control through thinking with awareness of the entire system of one's main actions or part of this system. It was determined that the effectiveness of mastering gnostic abilities also depends on the deep assimilation of theoretical knowledge and practical activities based on them, on direct acquaintance with the methods of action and their understanding. The presented study is of practical importance for theorists and practitioners in the field of higher education. The materials that were obtained in the course of the study are valuable information. By applying the information presented in practice, it is possible to improve higher education systems in the context of the pedagogical specialty. The developed recommendations can be applied to develop the gnostic abilities of students-teachers of a social orientation.

Downloads

Download data is not yet available.

References

Dotger, B. H. 2015. Core pedagogy: Individual uncertainty, shared practice, formative ethos. Journal of Teacher Education, 66(3), 216-226.

Sadovaya, T.A. 2013. Formation of gnostic skills of future educators in the process of professional and pedagogical training. Teaching and Education: Methods and Practice, 7, 265-270.

Herbst, P., Chazan, D. 2015. Using multimedia scenarios delivered online to study professional knowledge use in practice. International Journal of Research & Method in Education, 38(3), 272-287.

Close, P. 2016. ‘System leader’ consultancy development in English schools: a long-term agenda for a democratic future? School Leadership & Management, 36(1), 113-132.

Ivanova, N.V. 2020. Methodology for the development of gnostic skills of students in scientific pedagogical discourse in German. Scholarly Notes. Electronic Scientific Journal of Kursk State University, 3(55), 121-130.

Kazemi, E., Ghousseini, H., Cunard, A., Turrou, A.C. 2015. Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18-31.

Bautista, A., Wong, J., Gopinathan, S. 2015. Teacher professional development in Singapore: Depicting the landscape. Psychology, Society and Education, 7, 311-326.

Darling-Hammond, L. 2015. Can value added add value to teacher evaluation? Educational Researcher, 44(2), 132-137.

O’Brien, J., Jones, K. 2014. Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice. Professional Development in Education, 40(5), 683-687.

Duckworth, A.L., Yeager, D.S. 2015. Measurement matters assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.

Rind, I.A. 2016. How newly appointed ESL teachers’ beliefs are translated into their pedagogic strategies. IOSR Journal of Research & Method in Education, 6(1), 124-132.

Scheeler, M.C., Budin, S., Markelz, A.M. 2016. The role of teacher preparation in promoting evidence-based practice in schools. Learning Disabilities:A Contemporary Journal, 14, 171-187.

Boylan, M. 2016. Enabling adaptive system leadership. Educational Management Administration & Leadership, 46(1), 86-106.

Shcherbakova, ON (2008). Psychological and pedagogical conditions for the formation of gnostic skills of students of a pedagogical college. Siberian Pedagogical Journal, (13), 199-206.

Little, M.H. 2016. Measuring More. AERA Open, 2(3).

Boylan, M. 2016. Deepening system leadership Teachers leading from below. Educational Management Administration & Leadership, 44(1), 57-72.

Ning, B., Rind, I.A., Asad, M.M. 2020. Influence of teacher educators on the development of prospective teachers’ personal epistemology and tolerance. SAGE Open, 10(1).

Cardina, C. 2017. Professional development activities and support among secondary health teachers. Pedagogy in Health Promotion, 4(3), 190-199.

Shaughnessy, M., Boerst, T.A. 2017. Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student’s thinking. Journal of Teacher Education, 69(1), 40-55.

Bourke, T., Lidstone, J. 2015. Mapping geographical knowledge and skills needed for pre-service teachers in teacher education. SAGE Open, 5(1).