The Process of Professional Training of Future Primary School Teachers Based on Kazakh Ethnopsychological Characteristics and Ethnopedagogical Traditions
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Keywords:
primary school, primary school teachers, Kazakh ethnopsychological characteristics, ethnopedagogical traditions, teaching experience.Abstract
Every state and nation, in educating its future, must rely on national spiritual values, traditions, and the fundamental principles of national upbringing. The foundations of national education and upbringing are laid in primary school. Therefore, primary school teachers are professionals who teach students, who are just beginning their school journey, about vital life factors and societal behavior rules. In modern society, it is essential for these specialists to possess deep pedagogical and psychological knowledge and professional skills, as addressing the key tasks of primary education remains a pressing issue. The study’s relevance lies in describing the theoretical and practical process of preparing future teachers in accordance with the requirements of modern primary education. In the field of pedagogical sciences, the process of developing the key competencies and educational outcomes needed for primary school teachers is of critical importance in the national education system. In this regard, the article aims to propose a methodology for effectively organizing the professional training process of future primary school teachers based on Kazakh ethnopsychological characteristics and ethnopedagogical traditions.
The article has both theoretical and practical value. The experience of training future primary school teachers based on Kazakh ethnopsychological characteristics and ethnopedagogical traditions can be applied in the teaching of such subjects as the theory and methodology of pedagogy and educational work. During the research, recommendations were made based on the content analysis of practical and experimental work aimed at the professional training of future teachers. The study results are suitable for use in primary education programs and teaching methodologies as a models for preparing future teachers with an ethnopsychological and ethnopedagogical focus.
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