6B01805 Social pedagogy (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
Type of educational program
Innovation programme (IP)
Name of the educational program
6В01805 - Social Pedagogy (ІР)
Field of education
6B01 Pedagogical sciences
Training direction
6B018 Training of specialists in social pedagogics
The group of the educational program
B019 Training of social educators
Team for development of the educational program:
Leading university:
Altynsarin Arkalyk Pedagogical Institute
Participating Universities:
K.Zhubanov Aktobe Regional University
Kh.Dosmukhamedov Atyrau University
Shakarim University of Semey
Amanzholov East Kazakhstan University
I. Zhansugurova Zhetusu University
Sh. Ualikhanov Kokshetau University
Korkyt-Ata Kyzylorda State University/
M.Kozybayev North Kazakhstan University
M.Kh. Dulaty Taraz Regional University
Justification of the program
In the context of the Education Modernization Project funded by the World Bank, several universities providing pre-service teacher education have designed and revised in international collaboration thirty (30) pre-service teacher education curricula according to the principles of competence-based education that ensure a holistic development of pre-service teachers’ competences. Moreover, the student-centered approach better prepares pre-service teachers to teaching profession by providing practical examples, experiments and experiences, which pre-service teachers can transfer to their classroom practices considering better the versatile needs and wellbeing of their students.
In order to match the requirements of the renewed primary and secondary education, teachers’ professional competences need to be re-evaluated and completed. The new approaches in secondary education need to be reflected in pre-service teacher education and the pre-service teachers’ profiles. Furthermore, these thirty (30) revised or new pre-service teacher education curricula have been designed to better improve pre-service teachers’ various generic competences that are essential in teacher’s profession. Several important and cross- cutting pedagogical principles that Kazakhstan education system aims to develop, such as inclusiveness and interdisciplinarity, have been taken into consideration in the design and implementation of the curricula. In addition, these curricula emphasize the development of pre-service teachers’ research skills in a way that they become practitioners who are constantly reflecting and evaluating their own practices and the practices of their schools to develop their own work and their work community, and the whole sector of education.
Basic principles of the educational program
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-specific studies 3) Compulsory studies. 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
License to engage in educational activities
The educational program is implemented on the basis of the appendix to License No. № KZ80LAM00004191 dated May 28, 2025 in the direction of personnel training 6B018 - Training of specialists in social pedagogics, issued by the RSI "Science and Higher Education Quality Assurance Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan"
UNT Subjects
1. Biology
2. Geography
Educational level by NQF
Bachelor's Degree, level 6
Awarded degree
Bachelor of education in the educational program 6В01805 - Social Pedagogy (ІР)
The total amount of academic credits
240
Study duration
4 years
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