TO THE QUESTION OF A NEW APPROACH TO THE PEDAGOGY AND

TEACHING EFFICIENCY IN KAZAKHSTAN

Khamitova Galya
Senior Lecturer
Kazakh National Pedagogical Universy
Kazakhstan, Almaty

Annotation

Due to the dynamic growth of market in Kazakhstan, the importance of
education development is clear as never before. s progress and growth can be
considered as one of the greatest investments into business and a society evolution
as a whole. Unfortunately, the student does not receive half of the required
knowledge while studying at the university. The reasons are different and complex. In
this article, there is the authors explanation of the basis of problems in education in
Kazakhstan and the proposed approaches and techniques which can definitely lead to
the improvement of pedagogy in general and, specifically, progress of teaching
efficiency in Information Technology field.

The growth of Information Technology field in Kazakhstan leads to the
tremendous increase in graduates interest who wishes to acquire the required skills
to work in this perspective area. Employers desire to be able to hire the most
qualified professionals, as well as the senior students of various technical universities
want to get a highly paid job immediately after graduation. Therefore, the new need
of recent graduates of field is not just the obligatoriness in a degree, but the
requirement to learn how to get all the skills that would satisfy the employer [1].
The challenge for educators in the 21
st
century is to find new ways to reach more
students and to help them learn better than they ever have done before. However,
unfortunately, is not a rare case in Kazakhstan that even the state universies are not
able to give students a proper education in the field of Information Technologies. The
reasons are different and complex. Even the fact that most of the programs and
different academic courses are taught by teachers who lack of interest and give their
lectures for decades whout any change can lead to many problems such as not giving
opportuny to young graduates develop and get knowledge which corresponds to
modern realy of market and business in general.
Thus, no student has any advantage over others on the job market when talking
to a potential employer because he had nothing to stand out on the interview
comparing to a great special mass of other skilled and motivated graduates. Due to
the dynamic growth of market in Kazakhstan, the importance of education
development is clear as never before. s progress and growth can be considered as one
of the greatest investments into business and a society evolution as a whole.
Unfortunately, the student does not receive half of the required knowledge while
studying at the universy. As was stated before, the reasons are different. As the
senior lecturer at the International Universy of Information Technologies and who
teach courses for four years, I would like to explain my understanding of the basis of
problems in education in Kazakhstan and propose some approaches and techniques
which can definely lead to the improvement of pedagogy in general and, specifically,
progress of teaching efficiency.
As the general education system implies, the basic approach of educational
working practice for any field includes four parts: the course archecture, course
design, pedagogy, and teaching efficiency. One of the questions any teacher must ask
himself, specifically in Information Technology area, is what the students can really
learn while using the standard ways of teaching (for example, lecturing for two hours
wh 10 minute breaks) [2]. The obvious effect of this is the appearance of great
amount of students who are bored, unmotivated, low-skilled, and not prepared for the
job market. However, most students are able to learn the concepts, instruments and
technologies only by using the combination of several specific methods, not just by
attending the lectures and doing problem-solving tasks. The students must able to
seek information, take actions, make decisions, solve problems, and create some
valuable stuff. However, most teachers and instructors make them only listen to
lecture materials while showing presentation slides, drawing diagrams, solving
typical problems on a blackboard whout taking students into consideration [3]. seems
that todays teaching strategy have not changed for a too long time. As the tradional
pedagogy implies, the structure, when the instructors give lectures and students listen
and when learning is passive and content is theoretical, has consolidated in
Kazakhstan. The consequences are no knowledge which students can apply and the
graduates feeling of boredom and demagnetization.
Because of complex and actual problems in education in Kazakhstan, the new
teaching strategy must be composed of four parts: the courses have to be project-
based, students must be engaged in problem-solving and learn by doing real stuff, and
materials definely should be context-rich.
The modeling academic courses as project-based disciplines means courses
must be organized around projects which simulate the real-life scenarios from
business and work world.
The new courses must be problem-based. means that students have to learn to
work in collaboration wh a team while solving real-world problems. When they work
in groups, they can apply the problem-solving skills; acquire new solving skills and
analytical proficiency.
The third part of new teaching strategy must the focus on learn-by-doing.
Students engage in hands-on activies, learning by doing, learning from one another,
and getting immediate teacher feedback.
Moreover, as was stated above, according to my proposed teaching efficiency
strategy, the academic courses should be context-rich. means courses must simulate
the real context where the instructors and students play different roles like managers,
customers, employees, and clients [4]. will allow students to feel the working
environment and be prepared psychologically and academically.
In conclusion, if we take all described methods and techniques aggregated, as a
result we can get motivated, engaged students who can apply what they learn. The
instructors definely need to focus on practical applications of academic theory they
provide, promote active learning by different ways as simulating the real-life working
environment.
However, we must also mention about teaching proficiency which is really
important in education. Tradionally, the teachers at schools and universies have no
real training on how to teach. Moreover, they usually teach the way they were taught
and have no support from experts. In order to solve these problems, the instructors of
diverse academic levels must get the training which is grounded in the learning
sciences and tested in classes. The teachers should always use the exercises and
hands-on activies in classrooms to stimulate students to apply new practical skills.
Like students, the instructors must also do hands-on team and individual activies by
themselves to acquire key pedagogical skills. The great addional help and advices
from colleagues can reinforce the learning pedagogy and make teaching more
efficient. The extensive support and mentoring from other instructors can develop
confidence wh new teaching techniques. As a result, there are several factors which
can improve: teaching, learning, students and teachers satisfaction.
In conclusion, will be great to ce the Dr. Marie Normans statement about
teaching: Whout high-qualy teaching, even the most carefully crafted courses,
delivered in the state-of-the-art classrooms, using the most current technologies fail
to achieve their full educational potential. Using the new teaching strategy which is
composed of four parts (project-based courses, students must be engaged in problem-
solving and learn by doing real stuff, and materials definely should be context-rich),
we can definely improve the educational processes in Information Technology field
while covering the development of pedagogy and improving the core competencies of
students. The teaching programs, courses, and pedagogy must go together in order to
reach the teaching excellence and proficiency. Moreover, the main goal of these
improvements is learning outcome. Any instructors desire to provide the students wh
all required skills and knowledge. Thus, using the new approaches I propose in this
article can lead to new great achievements of students wh the help of well-qualified
instructors.















Lerature

1. Ambrose S., Bridges M., DiPietro M., Lovett M., How Learning Works: 7
research-based principles for Smart Teaching, 2008
2. Bain K., What the best college teachers do, 2010
3. Hooks B., Teaching crical thinking: Practical wisdom, 2009
4. Pedagogy Teaching and Learning strategies, 2013, the-
teacher.wikispaces.com/Pedagogy+-+Teaching+and+Learning+Strategies