Methodological framework for the axiological paradigm in the learning environment
Modern conditions of education require the development of new methodological approaches for the implementation of the educational process. The purpose of study is to analyze the axiological paradigm in the Kazakhstan’s system of teacher training and determines experimentally the phases of its develo...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.895470/full |
| _version_ | 1818483694212481024 |
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| author | Yernur Dauyenov Engilika Zhumataeva Ainur Orynbekova |
| author_facet | Yernur Dauyenov Engilika Zhumataeva Ainur Orynbekova |
| author_sort | Yernur Dauyenov |
| collection | DOAJ |
| description | Modern conditions of education require the development of new methodological approaches for the implementation of the educational process. The purpose of study is to analyze the axiological paradigm in the Kazakhstan’s system of teacher training and determines experimentally the phases of its development in Kazakhstan in early 21st century. A total of 284 students participated in the experiment. The findings suggest that students in the control group repeated what was said during the lecture. Generally, they did not go beyond repetitions. Out of 142 students who were involved in the first phase of the experimental group, 80 students responded at the heuristic level, 12 students responded at the innovative level, and 8 students responded at the creative level. Students in the experimental group were capable of independent thinking beyond lectures. 8 students proved to be 40% capable of drawing conclusion to an unusual, phenomenally high degree. Practical implications and further research might focus on the special aspects of developing the axiological paradigm not only for students in Kazakhstan, but also in other countries in a comparative aspect. New research can also rely on the experiment’s methodological framework. |
| first_indexed | 2024-12-10T15:45:19Z |
| format | Article |
| id | doaj.art-e24834fd915942999791d3d352fa6a0a |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-10T15:45:19Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-e24834fd915942999791d3d352fa6a0a2022-12-22T01:42:59ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-08-01710.3389/feduc.2022.895470895470Methodological framework for the axiological paradigm in the learning environmentYernur Dauyenov0Engilika Zhumataeva1Ainur Orynbekova2Department of Psychology and Pedagogy, Non-profit Joint-Stock Company (JSC) “Toraighyrov University”, Pavlodar, KazakhstanDepartment of Psychology and Pedagogy, Non-profit Joint-Stock Company (JSC) “Toraighyrov University”, Pavlodar, KazakhstanDepartment of Pedagogy, Non-profit Joint-Stock Company (JSC) “Gumilyov Eurasian National University”, Nur-Sultan, KazakhstanModern conditions of education require the development of new methodological approaches for the implementation of the educational process. The purpose of study is to analyze the axiological paradigm in the Kazakhstan’s system of teacher training and determines experimentally the phases of its development in Kazakhstan in early 21st century. A total of 284 students participated in the experiment. The findings suggest that students in the control group repeated what was said during the lecture. Generally, they did not go beyond repetitions. Out of 142 students who were involved in the first phase of the experimental group, 80 students responded at the heuristic level, 12 students responded at the innovative level, and 8 students responded at the creative level. Students in the experimental group were capable of independent thinking beyond lectures. 8 students proved to be 40% capable of drawing conclusion to an unusual, phenomenally high degree. Practical implications and further research might focus on the special aspects of developing the axiological paradigm not only for students in Kazakhstan, but also in other countries in a comparative aspect. New research can also rely on the experiment’s methodological framework.https://www.frontiersin.org/articles/10.3389/feduc.2022.895470/fullaxiological paradigmaxiologyKazakhstan’s education systemprofessional competencevalue |
| spellingShingle | Yernur Dauyenov Engilika Zhumataeva Ainur Orynbekova Methodological framework for the axiological paradigm in the learning environment Frontiers in Education axiological paradigm axiology Kazakhstan’s education system professional competence value |
| title | Methodological framework for the axiological paradigm in the learning environment |
| title_full | Methodological framework for the axiological paradigm in the learning environment |
| title_fullStr | Methodological framework for the axiological paradigm in the learning environment |
| title_full_unstemmed | Methodological framework for the axiological paradigm in the learning environment |
| title_short | Methodological framework for the axiological paradigm in the learning environment |
| title_sort | methodological framework for the axiological paradigm in the learning environment |
| topic | axiological paradigm axiology Kazakhstan’s education system professional competence value |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.895470/full |
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