Practice

TYPE OF PRACTICE

PURPOSE AND CONTENT OF PRACTICE

Educational (introductory practice) 1

Purpose of practice: students’ awareness of the social significance of the teacher’s profession.

Content of practice: familiarization with the management system within the holistic pedagogical process of the school, school documentation (school work plan, class teacher plans, etc.), and the teacher’s professional activities.

Educational (introductory practice) 2

Purpose of practice: students’ awareness of the teacher’s influence on the formation of a pupil’s personality.

Content of practice: familiarization with the activities of a subject teacher and a class teacher using various methods; study of pupils’ physical development characteristics, daily routine, nutrition schedule, lesson timetable, and the school’s material and technical resources.

Psychological and pedagogical practice 1

Purpose of practice: study of the state of the pedagogical process in the classroom.

Content of practice: study of regulatory and teacher-developed plans, the state of the educational process in its various forms; participation in the preparation of didactic materials for subject teacher lessons.

Psychological and pedagogical practice 2

Purpose of practice: comprehension of the state of the educational and upbringing processes as components of a holistic pedagogical process.

Content of practice: study of extracurricular subject-related activities and the system of work of the class teacher; participation in various forms of extracurricular cognitive activities and in the implementation of educational activities in accordance with the educational work plan.

Language practice 1

The purpose of practice is to consolidate and deepen knowledge of the English language and to acquire skills of independent practical work in English.

Language practice 2

Language practice is an integral part of the educational process and is aimed at consolidating and deepening theoretical knowledge obtained during training, as well as improving practical foreign language skills for professional communication.

Teaching practice 1

Purpose of practice: formation of students’ practical skills and abilities in planning, organizing, and conducting educational, extracurricular, and upbringing activities in English; formation of students’ ability to prepare documentation corresponding to work in an educational institution in accordance with the requirements of the updated content of secondary education. Teaching practice enables students to carry out diagnostic activities, adapt to the school environment, develop communicative culture, organizational skills, and tactics and strategies of pedagogical communication.

Teaching practice 2

Purpose of practice: formation of professional pedagogical competencies related to the design and implementation of the educational process in the education system; ensuring conditions for students’ social and professional adaptation; mastering the norms and values of the teaching profession; acquisition of practical teaching experience; development of professional orientation of students’ personalities.

Industrial (teaching) practice

Purpose of practice: formation of practical skills in independent conduct and analysis of lessons; application of modern teaching strategies in practical activities (critical thinking, functional literacy, criteria-based assessment, collaborative learning), innovative educational technologies; practical implementation of psychological and pedagogical research in accordance with the selected topic of the final qualification work.

Pre-diploma practice

The purpose of practice is to complete the writing of the diploma thesis (project).

The main objectives of pre-diploma practice are:

- collection, processing, and generalization of practical material on the topic of the diploma thesis (project);

- analysis of statistical data and practical material on the topic of the diploma research;

- formulation of conclusions, patterns, recommendations, and proposals on the topic of the diploma thesis (project);

- completion of the diploma thesis (project) in accordance with established requirements.

Teaching practice

Teaching practice is part of the master’s educational program, providing opportunities for master’s students to apply theoretical knowledge in practical activities and to form the necessary professional skills and abilities.

Purpose of practice: acquisition by master’s students of the necessary knowledge and practical skills for work in a university classroom, formation of professional qualities and foundations of pedagogical mastery.

Research (including internship) practice

Purpose of practice: expansion and deepening of knowledge obtained during training in theoretical and applied disciplines of the general scientific and professional cycle; formation and development of independent thinking skills in the chosen field of professional activity.

Content of practice: study of scientific, educational, methodological, educational-methodological and periodical literature, regulatory, reference and legal information on the theory and practice of the scientific problem constituting the subject of the master’s thesis in accordance with the future professional activity; development of an individual practice plan and research schedule within the topic of the master’s thesis in accordance with the developed practice program; study of the main approaches to solving the scientific problem constituting the subject of the master’s thesis in modern literature.

Industrial practice

Teaching practice is part of the master’s educational program, providing opportunities for master’s students to apply theoretical knowledge in practical activities and to form the necessary professional skills and abilities.

Purpose of practice: acquisition by master’s students of the necessary knowledge and practical skills for work in a university classroom, formation of professional qualities and foundations of pedagogical mastery.

Introduction to the teaching profession (1st year pedagogical practice)

Pre-service teachers familiarize themselves with the educational process and the context of the educational institution and its adaptation to the conditions of future professional activity.

Pre-service teachers who demonstrate competence can:

•          understand the regulatory and legislative framework of the education system of the Republic of Kazakhstan, and the documents regulating educational institutions;

•          distinguish the main documents for maintaining school records (work plans of the educational institution, Kundelik electronic diary, short-term, medium-term and long-term lesson planning, etc.);

•          comprehend the theoretical and applied aspects of pedagogy and educational psychology in the educational process at school considering social, age, psychophysical and individual characteristics of students, as well as their special educational needs.

Psychological and pedagogical assessment (2nd year pedagogical practice)

Pre-service teachers familiarize themselves with the features of the integral pedagogical process of an educational institution and the formation of analytical-reflexive, research, design, and other skills in the field of psychological and pedagogical support of the educational process.

Pre-service teachers who demonstrate competence can:

•          comprehend the psychological and pedagogical foundations of teaching strategies (critical thinking, functional literacy, collaborative learning, self-education, self-improvement, criteria-based learning);

•          apply psychological and pedagogical diagnostic methods to evaluate the needs of a group of students, and understand how the support processes of the student welfare services function in schools;

•          understand teacher’s work from the socio-pedagogical aspect and reflect own professional identity as a future teacher;

•          establish effective dialogue to reinforce students’ positive and responsible learning behaviours;

•          collaborate with all stakeholders of the educational process;

•          analyze and develop a holistic pedagogical process in its various forms (lesson, seminar, round table, debate, etc.), and conduct various forms of subject-related extracurricular activities.

Pedagogical approaches (3rd year pedagogical practice)

During this practice, pre-service teachers go through a comprehensive professional development where they improve in practice their professional practices and develop their pedagogical and subject-specific competences necessary for a teacher (subject teacher, assistant class teacher / curator).

Pre-service teachers who demonstrate competence can:

•          design and organize independently a constructive and inclusive educational process;

•          choose purposeful and suitable learning materials, innovative pedagogical approaches, and active teaching considering also the use of educational technologies and digital environments;

•          apply subject-specific knowledge and didactics;

•          apply formative and summative assessment methods and techniques, and support the development of students’ reflection, self- and peer-assessment skills;

•          establish dialogical atmosphere with all stakeholders of the educational process to solve problems and conflict situations and to promote safe learning environment.

Research and innovation in education (4th year pedagogical practice)

The practice focuses on establishing pre-service teachers’ developmental approach towards their own professional activities and work environment. The practice also emphasizes the development of pre-service teachers’ collaborative, problem-solving and leadership skills. They deepen their pedagogical skills and develop research skills as well as practical skills (didactics) in accordance with their area of specialization.

Pre-service teachers who demonstrate competence can:

•          design and organize independently a constructive and inclusive educational process to test hypothesis, make pedagogical experimentations and/or collect data according to their research plan;

•          apply innovative teaching and learning strategies, and methods and tools for designing, conducting and assessing an educational process and/or extracurricular activities based on long-term, medium-term, short-term lesson / lesson plans, and educational and out-of-class activities in the subject;

•          analyze the results of their experimentations and/or data collected and draw conclusions;

•          document their research activities and present the results in a professional manner using various forms of communication;

•          evaluate their professional activities in relation to the activities of the organization and through experimentations and practice-based research create ideas for improvement of their work and their work environment.

Language practice 1

The aim of the practice is to consolidate and deepen students' knowledge of the English language and to acquire skills for independent practical work in the English language.

Language practice 2

Language practice is an integral part of the learning process and is aimed at consolidating and deepening the theoretical knowledge acquired during the studies as well as deepening the practical knowledge of the foreign language for professional communication.

Introduction to the teaching profession (1st year pedagogical practice)

Pre-service teachers familiarize themselves with the educational process and the context of the educational institution and its adaptation to the conditions of future professional activity.

Pre-service teachers who demonstrate competence can:

•          understand the regulatory and legislative framework of the education system of the Republic of Kazakhstan, and the documents regulating educational institutions;

•          distinguish the main documents for maintaining school records (work plans of the educational institution, Kundelik electronic diary, short-term, medium-term and long-term lesson planning, etc.);

•          comprehend the theoretical and applied aspects of pedagogy and educational psychology in the educational process at school considering social, age, psychophysical and individual characteristics of students, as well as their special educational needs.

Psychological and pedagogical assessment (2nd year pedagogical practice)

Pre-service teachers familiarize themselves with the features of the integral pedagogical process of an educational institution and the formation of analytical-reflexive, research, design, and other skills in the field of psychological and pedagogical support of the educational process.

Pre-service teachers who demonstrate competence can:

•          comprehend the psychological and pedagogical foundations of teaching strategies (critical thinking, functional literacy, collaborative learning, self-education, self-improvement, criteria-based learning);

•          apply psychological and pedagogical diagnostic methods to evaluate the needs of a group of students, and understand how the support processes of the student welfare services function in schools;

•          understand teacher’s work from the socio-pedagogical aspect and reflect own professional identity as a future teacher;

•          establish effective dialogue to reinforce students’ positive and responsible learning behaviours;

•          collaborate with all stakeholders of the educational process;

•          analyze and develop a holistic pedagogical process in its various forms (lesson, seminar, round table, debate, etc.), and conduct various forms of subject-related extracurricular activities.

Pedagogical approaches (3rd year pedagogical practice)

During this practice, pre-service teachers go through a comprehensive professional development where they improve in practice their professional practices and develop their pedagogical and subject-specific competences necessary for a teacher (subject teacher, assistant class teacher / curator).

Pre-service teachers who demonstrate competence can:

•          design and organize independently a constructive and inclusive educational process;

•          choose purposeful and suitable learning materials, innovative pedagogical approaches, and active teaching considering also the use of educational technologies and digital environments;

•          apply subject-specific knowledge and didactics;

•          apply formative and summative assessment methods and techniques, and support the development of students’ reflection, self- and peer-assessment skills;

•          establish dialogical atmosphere with all stakeholders of the educational process to solve problems and conflict situations and to promote safe learning environment.

Research and innovation in education (4th year pedagogical practice)

The practice focuses on establishing pre-service teachers’ developmental approach towards their own professional activities and work environment. The practice also emphasizes the development of pre-service teachers’ collaborative, problem-solving and leadership skills. They deepen their pedagogical skills and develop research skills as well as practical skills (didactics) in accordance with their area of specialization.

Pre-service teachers who demonstrate competence can:

•          design and organize independently a constructive and inclusive educational process to test hypothesis, make pedagogical experimentations and/or collect data according to their research plan;

•          apply innovative teaching and learning strategies, and methods and tools for designing, conducting and assessing an educational process and/or extracurricular activities based on long-term, medium-term, short-term lesson / lesson plans, and educational and out-of-class activities in the subject;

•          analyze the results of their experimentations and/or data collected and draw conclusions;

•          document their research activities and present the results in a professional manner using various forms of communication;

•          evaluate their professional activities in relation to the activities of the organization and through experimentations and practice-based research create ideas for improvement of their work and their work environment.