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ACCEPTANCE OF ECONOMIC-GEOGRAPHICAL REGULATIONS AND CONCEPTS OF STUDENTS UNDER THE UPDATE OF THE SCHOOL EDUCATION PROGRAM
284-288
PSYCHOLOGICAL-PEDAGOGICAL CONDITIONS FOR FORMING PROFESSIONAL COMPETENCIES OF A FUTURE PRIMARY SCHOOL TEACHER WITH AN ADDITIONAL SPECIALIZATION IN "INFORMATICS"
105-113
ORGANIZATION EXPERIENCE OF SOCIAL AND PEDAGOGICAL CONSULTING AS A TECHNOLOGY FOR FORMING TOLERANCE AND ETHNOCULTURAL COMPETENCE OF PERSONALITY
60-66
THE IMPROVING THE QUALITY OF EDUCATION THROUGH THE DEVELOPMENT OF RESEARCH COMPETENCE OF THE TEACHER
16-22
THE IMPORTANCE OF SOCIAL PRACTICE IN PREPARING FUTURE TEACHERS-PSYCHOLOGISTS FOR PROFESSIONAL ACTIVITIES
115-127
POSSIBILITIES OF USING STUDENTS' ELECTRONIC LEARNING MODEL IN FORMING HIGH-LEVEL THINKING SKILLS
208-216
DEVELOPING STUDENTS' FUNCTIONAL LITERACY ABOUT THE WORLD'S POPULATION AND THE FORMATION OF CULTURAL CENTERS
162-170
FORMATION OF THE FOUNDATIONS OF SELF-REALIZATION OF PRESCHOOLERS IN THE PROCESS OF FAMILIARIZATION WITH THE SURROUNDING WORLD
328-339
ROLE OF THE DIGITAL EDUCATIONAL ENVIRONMENT IN THE FORMATION OF FOREIGN LANGUAGE COMPETENCIES
70-75
OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH DIGITAL EDUCATIONAL RESOURCEDIGITAL EDUCATIONAL RESOURCE
208-222
FEATURES OF THE FORMATION OF INCLUSIVE COMPETENCIES OF TEACHERS WORKING IN GENERAL EDUCATION ORGANIZATIONS: ЖАЛПЫ БІЛІМ БЕРЕТІН ҰЙЫМДАРДА ЖҰМЫС ЖАСАЙТЫН ПЕДАГОГТАРДЫҢ ИНКЛЮЗИВТІ ҚҰЗЫРЕТТІЛІКТЕРІН ҚАЛЫПТАСТЫРУ ЕРЕКШЕЛІКТЕРІ
154-160
ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK
14-22
THE ANALYSIS OF MODULE-COMPETENCE APPROACH IN EDUCATIONAL PROCESS’DESIGNOF KAZAKHSTAN AND LATVIA UNIVERSITIES
69-74
PSYCHOLOGICAL AND PEDAGOGICAL COMPONENT IN THE PERSONALITY STRUCTURE OF A NON-PEDAGOGICAL UNIVERSITY TEACHER
6-12
THE ROLE OF SPEECH ETIQUETTE IN THE FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS
222-227
PEDAGOGICAL SYSTEM OF TRAINING OF FUTURE EDUCATIONAL PSYCHOLOGISTS ON THE BASIS OF PRACTICE-ORIENTED TRAINING
141-146