**4. Results and discussion**

**Criteria analysis**

Textbook Content of "Didactics"

1. 2. 3. 4.

Teaching at school

7. 8. 9.

> **Table 4.**

Comparative table of the section "didactics" of textbooks on "pedagogy" for pedagogical universities.

Forms of education

Methods of teaching

Education content

Methods of teaching

Education content

6.

Learning process, its methodologi-

cal and theoretical basis

Fundamentals and principles of teaching

5. tic tasks

Subject, main categories and didac-

10. 11.

Didactic systems and

models of teaching

12. 13.

Classification of teaching

19. teaching

Methods and means of

regularity

14.

Content of teaching

20. 21. teaching

22.

Innovative pedagogic technologies of teaching

Diagnostics and control in

14 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Forms of teaching

process.

15.

Using computer in educa-

tion process

Teaching aims

18.

Education content

Essence of teaching process

16. 17.

Regularities, laws and principles of teaching

Essence of teaching process

section

"Pedagogy" [31]

«Pedagogy" [4]

**Textbook 1 (1950–1960s)**

**Textbook 2 (1980s)**

**Textbook 3 (1990s)**

«Pedagogy» [11]

**Textbook 4 (modern twenty-**

**first century)**

«Pedagogy» [32]

#### **4.1. Survey of teachers on the use of innovative teaching methods**

Many scientists study the active implementation of innovations in training. According to Isayev, only 14% of teachers have an actively positive attitude to innovation, they initiate the introduction of new technologies in the educational process and promote them. Twenty-three percent are positively attuned and 9% have an emotionally positive attitude to pedagogical innovations [34]. While 18% of teachers have frustration-negative, 26%—passive-negative, and 10% actively negative attitude toward innovation. T.I. Shamova divides teachers in terms of the degree of motivation for innovation in the school into leaders from 1 to 3%, positivists from 50 to 60%, neutrals—30%, and negativists from 10 to 20% [35]. The introduction of innovative teaching methods is actively conducted in Kazakhstan. Let us conduct a survey among teachers—whether they use innovative teaching methods, which see the strengths and weaknesses of ITM application.

In the joint questionnaire held by K. Esenova, 66 teachers participated in the qualification improvement institute, and up to three priority answers were allowed.

*(R1) Do teachers apply ITM?* 92.42% of the teachers admit that they use innovative teaching methods. In our opinion, this is a high figure. At the same time, it can be assumed that since teachers came to improve their qualifications from different regions of Kazakhstan, they were a priori motivated to update the teaching methods, to apply ITM, and have some experience in applying them. In addition, the promotion of the ITM application is widely conducted in the Kazakhstani education system. Therefore, we can assume that this result is in part similar to Shamova's data on the existence of teachers due to various reasons that are negatively related to innovations in training.

*(R2) Advantages and disadvantages of ITM*. Teachers recognize the strengths of teachers recognize the strengths of the application of innovative teaching methods (ITM): the activity of students in cognition and activity (51.52%), students' interest and practical orientation (39.93%), meaningfulness and strength of the acquired knowledge and competences (36.36%), the feasibility of fulfilling the tasks of the students (33.33%), development of creativity (30.30%), support of interest and direction in depth for strong students (15.15%).

The risk zones indicated by teachers: a reduction in the amount of knowledge for a limited time of the lesson (54.55%), training and material support/equipment, markers, stickers …/(48, 48), class noise, reduced discipline (42.42%), and labor time of training (36.36%). Note that in urban schools, the usual class consists of 25–33 schoolchildren, and the teacher does not have an assistant.

These indicators are a good illustration of the teachers' understanding of the sampling of existing difficulties in the application of ITM.

(*R3) The purpose of ITM application.* The main goal of the ITM application, according to the teachers' evaluation, is to increase the interest of students—92.42%, active involvement of students in educational work—69.7%, development of the creativity of the student 60.61% (**Figure 1**). As a result of ITM application, the students develop personality qualities activity, communicativeness, competence, oratorical ability, democracy. The constant use of innovative teaching methods develop in pupils, according to teachers' assessments, activity (78.79%), communicative (69.7%), competence (66.67%), oratory (30.3%), and democracy (15.15%).

*(R4) Training of IMT teachers*. Most teachers were trained in innovative teaching methods (81.82%). Methodical updating took place through qualification improvement courses (78.79%) and special courses at universities (54.55%). Besides, teachers attend training at their own expense (45.4%) and are engaged in self-education (30.3%). Indirectly, these results show the systematic nature of the state's work on updating the methods of teaching. At the same time, 30–45% of the selected teachers independently update innovative methodological competence, which also shows the active position of teachers in improving the skills in this sample. The results are in accordance with the data on the studies of Isaev and Shamova (46% positively related and 50–60% positivists enter the data area).

(*R5) The parity of applying traditional and innovative teaching methods*. On the question of determining the parity of accepting traditional (reproductive) and innovative methods of teaching, teachers responded as follows (**Figure 2**).

It is gratifying to note that there has been a turn to the need for more innovative methods of teaching to be used by 90.91% of teachers. This is the result of reforming the system of Kazakhstani

Pedagogy of the Twenty-First Century: Innovative Teaching Methods

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17

To the last question: "Did you have a meaningful structure for updating the methods of teaching-an innovative teacher culture?" 45.5% of teachers answered "Yes", 39.4% in part, and 15.1% answered "No" (**Figure 3**). This system includes both participation in advanced training courses, participation in ITM training, self-education—reading books, attending classes

education as well as the work of courses for improving the qualifications of teachers.

**Figure 2.** Determining the parity of applying traditional and innovative teaching methods.

of innovative teachers.

**Figure 3.** Teachers answer.

**Figure 1.** Why, for what purpose do teachers use innovative teaching methods?.

**Figure 2.** Determining the parity of applying traditional and innovative teaching methods.

It is gratifying to note that there has been a turn to the need for more innovative methods of teaching to be used by 90.91% of teachers. This is the result of reforming the system of Kazakhstani education as well as the work of courses for improving the qualifications of teachers.

To the last question: "Did you have a meaningful structure for updating the methods of teaching-an innovative teacher culture?" 45.5% of teachers answered "Yes", 39.4% in part, and 15.1% answered "No" (**Figure 3**). This system includes both participation in advanced training courses, participation in ITM training, self-education—reading books, attending classes of innovative teachers.

**Figure 3.** Teachers answer.

**Figure 1.** Why, for what purpose do teachers use innovative teaching methods?.

positively related and 50–60% positivists enter the data area).

teachers responded as follows (**Figure 2**).

noise, reduced discipline (42.42%), and labor time of training (36.36%). Note that in urban schools, the usual class consists of 25–33 schoolchildren, and the teacher does not have an assistant.

These indicators are a good illustration of the teachers' understanding of the sampling of

(*R3) The purpose of ITM application.* The main goal of the ITM application, according to the teachers' evaluation, is to increase the interest of students—92.42%, active involvement of students in educational work—69.7%, development of the creativity of the student 60.61% (**Figure 1**). As a result of ITM application, the students develop personality qualities activity, communicativeness, competence, oratorical ability, democracy. The constant use of innovative teaching methods develop in pupils, according to teachers' assessments, activity (78.79%), communicative (69.7%), competence (66.67%), oratory (30.3%), and

*(R4) Training of IMT teachers*. Most teachers were trained in innovative teaching methods (81.82%). Methodical updating took place through qualification improvement courses (78.79%) and special courses at universities (54.55%). Besides, teachers attend training at their own expense (45.4%) and are engaged in self-education (30.3%). Indirectly, these results show the systematic nature of the state's work on updating the methods of teaching. At the same time, 30–45% of the selected teachers independently update innovative methodological competence, which also shows the active position of teachers in improving the skills in this sample. The results are in accordance with the data on the studies of Isaev and Shamova (46%

(*R5) The parity of applying traditional and innovative teaching methods*. On the question of determining the parity of accepting traditional (reproductive) and innovative methods of teaching,

existing difficulties in the application of ITM.

16 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

democracy (15.15%).

In our opinion, it is the innovative culture with the motive and the ability to update the pedagogical tools, competences, knowledge, and values that should become the component of the skill of the modern teacher. Such a system can be multicomponent, as teachers themselves point out, associated with the reflexive methodological competence of teachers.

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