Science for Education Today, 2020, vol. 10, no. 6, pp. 7–26
© Ayapbergenova G. S., Nurgaliyeva S. A., Bissembaeva N. A., Kabakova M. P., Koishibaev M. N., 2020
UDC: 
378

Developing project skills in future prımary school teachers within the university-based initial teacher education [In English]

Ayapbergenova G. S. 1 (Pavlodar, Republic of Kazakhstan), Nurgaliyeva S. A. 2 (Agri, Republic of Turkey), Bissembaeva N. A. 1 (Pavlodar, Republic of Kazakhstan), Kabakova M. P. 3 (Almaty, Republic of Kazakhstan), Koishibaev M. N. 4 (Kyzylorda, Republic of Kazakhstan)
1 Pavlodar Pedagogical University
2 Agri Ibrahim Çeçen Üniversitesi
3 Kazakh National University named after al-Farabi
4 Korkyt Ata Kyzylorda University
Full text (Open Access) — Downloaded 1168
Abstract: 

Introduction. The authors investigate the problem of developing programme-specific competencies in future primary school teachers using project methodology in the process of initial teacher education. The purpose of the study is to assess the level of project skills in future primary school teachers and analyze the obtained empirical data.
Materials and Methods. The research was conducted using the method of psychological and educational experiment. The empirical data included students’ essays and questionnaires. The sample consisted of students of Karaganda university named after academician E. A. Buketov and Pavlodar pedagogical university. The obtained data were interpreted and subjected to statistical analysis using the Student's t-test.
Results. The authors have developed criteria and indicators for evaluating future teachers’ project skills in order to experimentally interpret their project activities. The identification of students' priorities for the choice of certain types of project activities determined the validity of the questionnaire. Frequency and percentage analyses revealed the insufficient level of project skills in future primary school teachers related to the following components: (1) the motivational component of programme-specific competencies; (2) the cognitive component; (2) the reflexive component.
Conclusions. The results of the research showed that students demonstrated a low level of project skills, which can significantly complicate the process of improving the quality of initial teacher training for a new type of primary schools.

Keywords: 

Project activity of students; Formation of design skills; Special competence; Future primary school teachers; Initial teacher education; Modernization of education.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:44478879

Prominence Percentile SciVal: 98.749 Technology Integration | Pre-service Teachers | IPAD

https://www.scopus.com/record/display.uri?eid=2-s2.0-85099461497&origin=...

Developing project skills in future primary school teachers within the university-based initial teacher education

For citation:
Ayapbergenova G. S., Nurgaliyeva S. A., Bissembaeva N. A., Kabakova M. P., Koishibaev M. N. Developing project skills in future prımary school teachers within the university-based initial teacher education [In English]. Science for Education Today, 2020, vol. 10, no. 6, pp. 7–26. DOI: http://dx.doi.org/10.15293/2658-6762.2006.01
References: 
  1. Rodríguez G., Pérez N., Núñez G., Banos J. E., Carrio M. Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC Medical Education, 2019, vol. 19 (1), pp. 134. DOI: https://doi.org/10.1186/s12909-019-1563-5 
  2. Topalov J., Radić-Bojanić B. Academic research skills of university students. Romanian Journal of English Studies, 2013, vol. 10 (1), pp. 145–152. DOI: https://doi.org/10.2478/rjes-2013-0012
  3. Lovat T., Davies M., Plotnikoff R. Integrating research skills development in teacher education. Australian Journal of Teacher Education, 1995, vol. 20(1). DOI: http://dx.doi.org/10.14221/ajte.1995v20n1.4
  4. Kuter S. An action research on developing prospective teachers’ inquiry skills. Journal of Educational and Social Research, 2013, vol. 3 (7), pp. 317. DOI: http://dx.doi.org/10.5901/jesr.2013.v3n7p317 
  5. DebBurman S. K. Learning how scientists work: Experiential research projects to promote cell biology learning and scientific process skills. Cell Biology Education, 2002, vol. 1 (4), pp. 154–172. DOI: http://dx.doi.org/10.1187/cbe.02-07-0024
  6. Yeoman K. H., Zamorski B. Investigating the impact on skill development of an undergraduate scientific research skills course. Bioscience Education, 2008, vol. 11 (1), pp. 1–14. DOI: http://dx.doi.org/10.3108/beej.11.5
  7. Adolf V. A. Pedagogical search in the context of methodological competence formation. Higher Education in Russia, 2016, no. 4, pp. 156–160. (İn Russian) URL: https://www.elibrary.ru/item.asp?id=25867215
  8. Halász G., Michel A. Key Competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 2011, vol. 46 (3), pp. 289–306. DOI: https://doi.org/10.1111/j.1465-3435.2011.01491.x
  9. Hopfenbeck T. N. Classroom assessment, pedagogy and learning - twenty years after Black and Wiliam 1998. Assessment in Education: Principles, Policy & Practice, 2018, vol. 25 (6), pp. 545–550. DOI: https://doi.org/10.1080/0969594X.2018.1553695
  10. Drach I., Slobodianiuk O. Building a culture of academic ıntegrity in the student environment case of Vinnytsia national technical university (Ukraine). Creative Education, 2020, vol. 11 (8), pp.  1442–1461. DOI: http://dx.doi.org/10.4236/ce.2020.118105
  11. Ianni P. A., Samuels E. M., Eakin B. L., Perorazio T. E., Ellingrod V. L. Assessments of research competencies for clinical ınvestigators: A systematic review. Evaluation & the Health Professions, 2019, vol. 37 (5). DOİ: http://dx.doi.org/10.1177/0163278719896392
  12. Leonard L., Wibawa B. Development of teacher research competency training system in Indonesia: A need analysis. Universal Journal of Educational Research, 2020,vol. 8 (5), pp. 2064–2070. DOI: http://dx.doi.org/10.13189/ujer.2020.080544
  13. Gómez-Rodríguez L. F. EFL learners’ ıntercultural competence development through ınternational news. GIST – Education and Learning Research Journal, 2018, no. 16, pp. 185–208. DOI: http://dx.doi.org/10.26817/16925777.431
  14. McGarr O., Gallchóir C. Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education. Technology, Pedagogy and Education, 2020, vol. 29 (4), pp. 477–490. DOI: http://dx.doi.org/10.1080/1475939X.2020.1784261
  15. Khenner E. K. Professional knowledge and professional competencies in higher education. Education and Science, 2018, vol. 20 (2), pp. 9–31. DOI: http://dx.doi.org/10.17853/1994-5639-2018-2-9-31  URL: https://www.elibrary.ru/item.asp?id=32561580
  16. 16.     Davidson Z. E., Palermo C. Developing research competence in undergraduate students through hands on learning. Journal of Biomedical Education,2015, vol. 2015, pp. 306380. DOI: http://dx.doi.org/10.1155/2015/306380
  17. Garyantes D. M., Murphy P. The cultural competence of health journalists: obesity coverage in four. Urban News Organizations,Health Communication, 2019, vol. 34 (2), pp. 191–200. DOI: http://dx.doi.org/10.1080/10410236.2017.1399507
  18. Adov L., Pedaste M., Leijen Ä., Rannikmäe M. Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching. Technology, Pedagogy and Education, 2020, vol. 29 (4), pp. 511–526. DOI: http://dx.doi.org/10.1080/1475939X.2020.1785928
  19. Gensby U., Braathen T. N., Jensen C., Eftedal M. Designing a process evaluation to examine mechanisms of change in return to work outcomes following participation in occupational rehabilitation: A theory-driven and interactive research approach. International Journal of Disability Management, 2018, vol. 13. DOI: http://dx.doi.org/10.1017/idm.2018.2
  20. Nyström M. E., Karltun J., Keller C., Andersson Gäre B. Collaborative and partnership research for improvement of health and social services: Researcher’s experiences from 20 projects. Health Research Policy and Systems, 2018, vol. 16 (1). DOI: http://dx.doi.org/10.1186/s12961-018-0322-0
  21. Brockmann M., Clarke L., Méhaut P., Winch C. Competence-based vocational education and training (VET): The cases of England and France in a European perspective. Vocations and Learning, 2008, vol. 1 (3), pp. 227–244. DOI: http://dx.doi.org/10.1007/s12186-008-9013-2
  22. Misbah Z., Gulikers J., Maulana R., Mulder M. Teacher ınterpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 2015, vol. 50, pp. 79–89. DOI: http://dx.doi.org/10.1016/j.tate.2015.04.007
  23. van Dinther M., Dochy F., Segers M., Braeken J. Student perceptions of assessment and student self-efficacy in competence-based education. Educational Studies, 2014, vol. 40 (3), pp. 330–351. DOI: http://dx.doi.org/10.1080/03055698.2014.898577
  24. Schonrock-Adema J., Bouwkamp-Timmer T., van Hell E. A., Cohen-Schotanus J. Key elements in assessing the educational environment: where is the theory? Advances in Health Sciences Education, 2012, vol. 17 (5), pp. 727–742. DOI: https://doi.org/10.1007/s10459-011-9346-8
  25. Esteban Nuñez M. T., Marquez Medina A., Ortiz Cubides J. E. Enhancing critical thinking skills through political cartoons: A pedagogical ımplementation. GiST – Education and Learning Research Journal, 2018, no. 16, pp. 141–163. DOI: https://doi.org/10.26817/16925777.429
  26. Ponomarenko L. N., Zlobina I. S., Galitskih E. O., Rublyova O. S. Formation of the foreign language discursive competence of pedagogical faculties students in the process of intercultural dialogue. European Journal of Contemporary Education, 2017, vol. 6 (1), pp. 89–99. DOI: http://dx.doi.org/10.13187/ejced.2017.1.89 URL: https://www.elibrary.ru/item.asp?id=29743776
  27. Nijhuis S., Vrijhoef R., Kessels J. Tackling project management competence research. Project Management Journal, 2018, vol. 49 (3), pp. 62–81. DOI: http://dx.doi.org/10.1177/8756972818770591
  28. Bakhytkul K. Model of the formatıon of research competence of students-mathematıcıans of a pedagogıcal unıversıty. International Journal of Research -Granthaalayah, 2018, vol. 6(9), pp.  53–71. DOI: https://doi.org/10.29121/granthaalayah.v6.i9.2018.12.08
  29. Bokayev B., Zharkynbekova S., Nurseitova K., Bokayeva A., Akzhigitova A., Nurgalieva S. Ethnolinguistic ıdentification and adaptation of repatriates in polycultural Kazakhstan. Journal of Language, Identity & Education,2012,vol. 11 (5), pp. 333–343. DOI: http://dx.doi.org/10.1080/15348458.2012.723579

 

Date of the publication 31.12.2020