Bases para conformar la cultura investigativa de los futuros docentes-educadores en las instituciones de educación superior

Contenido principal del artículo

Zhanat A. Mamytbayeva
Elmira A. Orynbetova
Ulbossyn K. Kyyakbayeva
Kuandyk Ye. Yeralin
Aigul K. Yeralina

Resumen

INTRODUCCIÓN. La sociedad actual necesita personalidades que, tanto en su papel de educadores como de aprendices, sean capaces de realizar cambios rápidos y flexibles en su estilo de vida. Esto requiere un replanteamiento del paradigma educativo, moviéndose más allá de los modelos de aprendizaje adaptativos-disciplinarios establecidos, en favor de un aprendizaje escalable y personalizado. El propósito de este estudio fue investigar el concepto de “cultura de investigación” en relación con los estudiantes de especialidades pedagógicas y formular requisitos básicos que fomenten el desarrollo de una cultura de investigación. MÉTODO. El estudio se basó en un enfoque filosófico-sistémico integrador, que considera la conexión universal de los fenómenos y la búsqueda de características integrales de los fenómenos en estudio. RESULTADOS. Durante el estudio se caracterizaron los criterios y condiciones para la formación de una cultura de investigación entre los futuros docentes y educadores en instituciones de educación superior. El estudio también condujo al desarrollo de un modelo estructural y de contenido para configurar la cultura de investigación de los estudiantes de educación superior, basado en las características y regularidades identificadas. Además, se formularon ideas clave y recomendaciones para el desarrollo de una cultura de investigación entre los futuros educadores. DISCUSIÓN. El significado práctico del estudio es determinado por el hecho de que el modelo desarrollado para la formación de una cultura de investigación puede ser aplicada durante la formación de especialidades pedagógicas.

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Cómo citar
Mamytbayeva, Z. A. ., Orynbetova, E. A., Kyyakbayeva, U. K., Yeralin, K. Y., & Yeralina, A. K. (2024). Bases para conformar la cultura investigativa de los futuros docentes-educadores en las instituciones de educación superior. Bordón. Revista De Pedagogía, 76(1), 99–117. https://doi.org/10.13042/Bordon.2024.97666
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Biografía del autor/a

Zhanat A. Mamytbayeva, Abai Kazakh National Pedagogical University (Republic of Kazakhstan)

Doctoral Student at the Department of Educational Programs of Preschool Education, Social Pedagogy and Self-Knowledge, Abai Kazakh National Pedagogical University, Almaty, Republic of Kazakhstan. Her research interests are inclusive education, adaptive-disciplinary models of learning, and the conditions for the formation of a research culture.

Elmira A. Orynbetova, M. Auezov South Kazakhstan University (Republic of Kazakhstan)

PhD in Philology, Senior Lecturer at the Department of Preschool Education and Special Pedagogy, M. Auezov South Kazakhstan University, Shymkent, Republic of Kazakhstan. Her scientific interests are student-centered learning, artificial intelligence in education, and the development of a research culture.

Ulbossyn K. Kyyakbayeva, Abai Kazakh National Pedagogical University (Republic of Kazakhstan)

PhD in Pedagogy, Associate Professor, Head of the Department of Educational Programs of Preschool Education, Social Pedagogy and Self-Knowledge, Abai Kazakh National Pedagogical University, Almaty, Republic of Kazakhstan. Her research interests are higher education, the educational paradigm, and cultural competence in pedagogical training.

Kuandyk Ye. Yeralin, Khoja Akhmet Yassawi International Kazakh-Turkish University (Republic of Kazakhstan)

Full Doctor in Pedagogy, Professor at the Department of Fine Arts, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of Kazakhstan. The field of the scientific interests is a structural and content model for shaping the research culture of higher education students.

Aigul K. Yeralina, South Kazakhstan State Pedagogical University (Republic of Kazakhstan)

PhD in Pedagogy, Associate Professor at the Department of Preschool Education and Special Pedagogy, South Kazakhstan State Pedagogical University, Shymkent, Republic of Kazakhstan. Her research interests are educational programs, personalized learning, and research culture among future educators.

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