Technologisation of the Pedagogical Process Viewed as a Factor of Teacher Self-Development

Bakyt Kuanysheva, Rakhila Aubakirova, Nelli Pigovayeva, Nataliia Fominykh


The concept of the technologisation of the pedagogical process to have been piloted in the system of preschool education settings of the Republic of Kazakhstan is presented in the article. Technologisation is thought of as a mechanism for the targeted, phase-gate implementation of the system’s elements of a holistic pedagogical process, leading children to high-performance outcomes in both learning and education. The aim of this article is to reveal that the technologisation of the pedagogical process implies the constant personal and professional self-development of a teacher. The article outlines the results of a survey of 700 pre-school teachers. Analysis of the results proves the relevance of the practices involving the possibility of free experimentation and creative development of both students and teachers. Educators actively apply innovations to their work, but they are not aware of the importance of those innovations for their own professional growth. The author attempts to outline objective and subjective obstacles to the introduction of innovations in the preschool. The comparative analysis of the groups shows the significant decline in the teachers’ desire for self-improvement in the profession, as they get older. It has been concluded that the desire to modernise the teaching process, to create technology is considered both an occupation satisfaction marker and professional proficiency of a teacher.


pedagogical technology, technologisation of the pedagogical process, pre-school education, innovation, occupational development, self-development

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