Resumen de Basics of Historical Knowledge as a Key Concept of Education: Case of Kazakhstan
Gulzhakhan Tazhitova, Maksat Kudageldin, Nurilya Kassymbekova, Kamariyash Kalkeyeva, Dina Kurmanayeva
Despite a fairly large number of historical and pedagogical studies devoted to the history of pedagogy and education in Kazakhstan, historical and pedagogical knowledge was not formalized as educational knowledge and was not used in the educational process for the teacher training. The authors define what have been the basics of structuring historical pedagogical knowledge in Kazakhstan and show that students’ awareness of the history of education of Kazakhstan makes them look at the future differently. Moreover, they emphasize that rethinking and reassessment of historical and pedagogical knowledge will improve its content with value-targeted materials. For research implementation, philosophical, historical, and pedagogical literature was analyzed. For the empirical part of the research questionnaire with 20 teachers and pedagogical experiment with 180 students were conducted. The object of the pedagogical experiment was a specially organized process of assimilation of historical and pedagogical knowledge by students of pedagogical specialties, with new substantive content in the field of “History of Education of Kazakhstan” as an independent educational discipline. Results of the experimental work indicated that students studying the history of education as an independent discipline had an important condition for the formation of the general and pedagogical culture of the future specialist, since it gives knowledge about the development of the theory and practice of education and contributes to the formation of a worldview and pedagogical professionalism.
