Basics of Historical Knowledge as a Key Concept of Education: Case of Kazakhstan
Аннотации
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 defi ne 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 diff erently. 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 fi eld 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.
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