AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
mathematician; a diploma must contain some other qualifying
qualifications. Therefore, an applied pedagogical bachelor
degree is just a bachelor's program, where the main, basic part is
the same as that provided for in the standard, and the additional,
practice-oriented one takes the teacher to a clear qualification.
Analysis of domestic and foreign literature suggests that
scientists are actively searching for new educational models that
allow modernizing the system of level pedagogical education in
order to meet the socio-economic needs of society in terms of
innovative development.
In the aspect of this study, the works of scientists (V.I.
Baydenko, N.A. Selezneva, R. Wagenaar, I.A. Zimnyaya, A.V.
Khutorskoy, E.N. Kovtun, Y.N. Pak, N.L. Babenko, etc.), who
in their works reveal the main parameters of the Bologna process
were studied. (11, 12, 13).
The experience of foreign countries in terms of Kazakhstan's
reality still needs to be studied in order to generalize and
replicate it. And here the problem of systemic adaptation of the
parameters of the Bologna process to the conditions of the
Kazakhstani system of technical and vocational education and
higher pedagogical education is actualized in a special way.
It is assumed that the applied pedagogical bachelor degree, or the
short Bologna cycle, will make up the first stage of higher
pedagogical education, after which graduates will be awarded an
academic degree of bachelor of additional education. The
certificate obtained at this stage will give graduates the
opportunity to work as teachers in the system of additional
education and at the same time open access to training in a two-
year pedagogical bachelor's program.
Successful completion of training in the pedagogical bachelor’s
degree, the second stage of higher pedagogical education, will be
confirmed by a diploma awarding an academic degree of
bachelor’s degree in education.
Graduates who have studied under applied baccalaureate
programs will differ in the practice-oriented nature of their skills
and knowledge. This is achieved more than in traditional
training, the volume of independent work and teaching practice.
The perspectivity and necessity of introducing applied
baccalaureate programs dictate the increasing demand from
employers for a combination of practical skills and theoretical
knowledge among graduates of pedagogical universities (16). It
is applied bachelors who will have sufficient professional
competence and sufficient motivation to work in school.
The development of a methodology for the resource support of
applying the tools of the Bologna process on the basis of
innovation management in technical and vocational education,
higher education will contribute to the promotion of Bologna
reforms in the system of pedagogical education in Kazakhstan
through the use and improvement of the tools of the Bologna
process.
This will affect the enrichment of modern pedagogical science,
the theory, and methodology of professional pedagogical
education, as it will contribute to the development of the
principles of student-oriented educational programs, the
availability of high-quality higher education, continuity of
education, and transparency of learning outcomes.
In general, the expected results will contribute to improving the
quality of bachelor of pedagogical education by abandoning
“sequential” training (linear trajectory) and creating conditions
for “parallel” (nonlinear trajectory) “entry” into pedagogical
training programs for different categories of students. Thus, the
“profiling” of the bachelor degree will be implemented
regardless of the direction of training (17).
Graduates of the educational program at this level have the
opportunity to work in schools only as trainee teachers, but in
order to receive higher pedagogical education, they need to
complete a one-year pedagogical internship, the successful
completion of which is confirmed by a qualification certificate
already assigned by the professional community (20). That is,
prior to the pedagogical internship, academic qualifications are
awarded by the academic community. This is the undisputed law
of universities.
In addition, as at any level of each level of pedagogical
education, those who do not wish to undergo a pedagogical
internship can continue their professional activities, but only as a
trainee teacher and without the institution of mentoring.
However, they still have the opportunity to enroll in the
scientific and pedagogical magistracy in the presence of at least
three years of teaching experience and compliance with the
conditions of admission of applicants from each university.
To undergo a pedagogical internship, a system of cathedral
schools should be formed, which, in accordance with the state
license, will train interns through the coaching institute, or
mentoring (14). It is in the cathedral schools that there is a real
opportunity for introducing into the practice of education a new
system of qualifying categories of teachers: teacher-moderator,
teacher-expert, teacher-researcher, and teacher-master.
The assignment of these qualifications should be carried out in
the system of independent certification of teachers, whose
agencies/bodies are established in social and professional
communities. This equally applies to the system of independent
institutional and specialized accreditation of pedagogical
universities (15).
Thus, the full cycle of higher pedagogical education involves
five years of training in educational programs of universities.
Moreover, these educational programs should be developed in
conjunction with employers.
Getting a higher pedagogical education provides access to
training programs of the scientific and pedagogical magistracy,
and further - the scientific and pedagogical doctorate of Ph.D.
For access to training in the scientific and pedagogical
magistracy for those with higher non-pedagogical education, it is
necessary to master the programs of the specialized pedagogical
magistracy with the further passage of the pedagogical
internship.
Today, in the real practice of Kazakhstani education graduates of
undergraduate and not only pedagogical specialties enter the
scientific and pedagogical magistracy. This leads to the fact that
when developing educational programs for a scientific and
pedagogical magistracy, it is necessary to “level off” the
qualifications of graduates of pedagogical and non-pedagogical
specialties.
As a rule, this is done to the detriment of bachelors of education,
who have to study the psychological and pedagogical disciplines
anew. Often, it turns out that graduates of scientific and
pedagogical magistracy without higher pedagogical education
are employed, as a rule, in universities, without having mastered
the basis of either general pedagogy and didactics nor pedagogy
and didactics of higher school.
That is, the traditional practice continues when teachers who
have no professional pedagogical education are allowed to study
at colleges and universities. But the pedagogical process has its
own specifics. For its effectiveness and quality, the teacher also
needs to know the didactic features of the discipline being read,
the specifics of the methods and means of explaining educational
material, constructing the logic of the course, knowledge of
educational psychology, theory, and technology of education are
of no small importance.
3 Results and Discussion
A teacher, regardless of whether he is a college or university
teacher, or a school teacher, should possess integrated, complex
knowledge: knowledge in a special field (mathematics,
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