6B01516-Biology IP
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Education
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Дисциплины ЕНТ
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Академическая мобильность
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ECTS
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Пороговый балл
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Minor
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CHARACTERISTIC OF THE EDUCATIONAL PROGRAM
1.1. Curriculum title
Biology
1.2. Curriculum developing team
Leader university
Member universities
M.Utemisov West Kazakhstan University
M.Kozybayev North Kazakhstan University
Pavlodar Pedagogical University
Altynsarin Arkalyk Pedagogical Institute
Kh. Dosmukhamedov Atyrau University
E.A.Buketov Karaganda University
A.Baitursynov Kostanay Regional University
Shakarim University of Semey
Shoqan Ualikhanov Kokshetau University
1.3. Type of curriculum
(in accordance with the National Qualifications Framework
BACHELOR'S DEGREE
Level 6
1.4. Total academic credits
240 academic credits
1.5. Study mode
full-time
1.6. Expected program duration
4 years
1.7. Short curriculum description
Curriculum goals and objectives
This Educational Programme (EP) "Biology" is a national teacher education curriculum, which has been designed in collaboration by various Kazakh universities and with international consulting. Due to the nature of a national curriculum, the descriptive texts within the curriculum do not provide specific information but highlight general pedagogical principles and cross-cutting themes (see also Annex 1.). The more detailed descriptions of e.g. methodologies and assessment will be identified in the implementation plans of the universities, considering also institutional and regional specific conditions.
Educational programme (EP) "Biology" is a teacher education programme for Pre-service teachers who wish to specialize in teaching biology in educational establishments (schools, colleges, high schools). EP consists of a pedagogical component 63 credits (incl. pedagogical practice), a compulsory component 56 credits, and a subject component 121 academic credits (incl. a final attestation of 8 academic credits).
Subject component consists of 5 modules: "Biology of living organisms", "Genetics and evolution", "Biogeocenology and environment", "Applied and integrated sciences", "Research in biology".
Educational program "Biology" was developed based on competence-based approach in the training of teachers for school education of the Republic of Kazakhstan. The curriculum reflects the ideas of modernization in the field of education and upbringing of the Republic of Kazakhstan in accordance with the State Educational Standard of Higher Education (Order № 2 of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 20, 2022, as amended on 19.01.2023).
EP provides equal opportunities for learning without infringing on the rights and interests of pre-service teachers, preserving the principles of equality, respect, tolerance.
The programme is interdisciplinary, oriented towards future teachers, scientifically integrated and problem-oriented, and the choice of courses is determined by current issues in history and society and conforms to international course descriptors.
EP is based on the principles of constructive alignment, where teaching and assessment methods, as well as subject-specific courses are selected to ensure the achievement and measurement of the competences outlined in the EP. The EP also follows an inclusive approach considering the multi-ethnic and multi-confessional composition of per-service teachers and their versatile needs for support of learning.
The EP is aimed at educating a qualified biology teacher who is able to use innovative technologies, including STEM-, CLIL-, IT-technologies in professional activities. Pre-service teachers possess pedagogical and subject competences in the field of conceptual and theoretical knowledge, and in conducting scientific research and applying it in science.
1.8 Main principles of the curriculum
Competence-based teacher education
A teacher’s expertise combines competence in pedagogy and their own subject-specific field with theoretical and practical teaching competence in different kinds of operating environments. A teacher has mastery of the knowledge and skill requirements of their subject-specific field and thus is able to teach and supervise young people and adults studying for the same subject.
The competence of a teacher is focused on planning, guidance, teaching and assessment. For this reason, teacher must have sufficient theoretical knowledge of learning and competence development. In addition, modern working life emphasises cooperation and networking, development skills, and the support and maintenance of the well-being of oneself and one’s community.
A teacher’s competence is influenced by changes in the labour market, the structures of education and society as a whole, and all these elements are emphasised in the dynamic nature of a teacher's work. Work characterized by continual change in the variety of working environments places an emphasis on the teacher’s ability to assess and adjust their own activities. Self-assessment skills are an essential part of developing one’s professional identity. A teacher is making value decisions all the time, which means that the consideration of questions of professional ethics is one of the professional skills needed. Change requires the development of expertise, the ability to learn, as well as the ability to reform and renew the way things are done as part of a community.
Competence-based teacher education curriculum
The competence-based teacher education curriculum is formed of three entities: 1) Pedagogical studies, 2) Subject component 3) Subject component, University component. Each of the entities includes modules and related courses. The courses’ learning outcomes describe the competences required in teaching work and are placed in the NQF system’s (National Qualifications Framework) reference level six.
The curriculum is guided by the following main principles:
- Competence-based learning
- Constructive alignment
- Student-centred learning and active learning methodologies
- Research-based teaching
- Interdisciplinary learning
- Inclusion
- Teacher professional development and change management
(see Appendix for more details)
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