Theoretical and practical aspects of quality management of teachers’ continuous education, main tools, methods, approaches and trends in the monitoring development in qualification increase system are considered in the article. The research has been carried out by a case study of «Orleu» Institute of teachers’ training in Pavlodar region».

The main condition for purposeful forming of students educational potential of speciality 5В010200 «Pedagogics and primary education methodology» is introduction of the special course «Development of educational potential of primary school teacher» into the curriculum. The conducted work is briefly described in the article on the level determination of educational potential components formation for future primary school and method of its forming.

This article provides a basic formula and question bank on non-traditional method of study of quadratic trinomials and their innovative solutions that teachers could use in teaching children. Problems are based on divisibility of polynomials to quadratic binomials.

In this article we look some questions related to the numbers of Fibonacci, which teachers can apply in teaching of children. Aim of article is to completely research and explain numbers of Fibonacci, also to create base of original questions, which need non-simple answers. This article contains history of Fibonacci, definitions and properties of Fibonacci numbers, problems and their original answers.

This article views the problem of professional readiness of a future teacher to the professional work. Much attention is given to the contemporary social and economic situation and the increasing role of the system of education. The readiness of a future teacher to the professional work is presented as a system containing such components as motivation, knowledge and skills. The conditions necessary for improvement the training of future teacher to their professional work have been specified.

The article describes that the effective management of the learning process new textbooks using need to create a model of teacher action. The created model explicitly takes into account the objectives, methods, learning outcomes. With its help solve the problem of the knowledge of the student. And the problem of managing the cognitive activity is settled.

This article describes the radical changes that occur in the training of educators and future path of modernization in accordance with the prospects of development of the entire education system of Kazakhstan for the long term.

The present article presents motivation, success, and self-esteem as foundation and prerequisites for teacher professional development on various professional activity stages in the framework of resources available as well as individual personal traits providing teacher professional activity.Thearticle points out various approaches to stages of teacher professional development on the stage of education system modernization.

In this article "creativity" is considered as a necessary component of model of readiness of the teacher-musician for future professional activity.As indicators of readiness of the teacher for pedagogical creativity readiness creatively to direct pedagogical process, expressed in ability creatively to interact with pupils in pedagogical process acts; ability on the basis of the analysis and generalization of theoretical knowledge and experience independently to select the content of activity; ability to transfer the gained knowledge to various pedagogical situations.

In this article essential pedagogical conditions for formation of patriotic culture of future teachers are considered. The regularities and principles of the model are revealed. Designed model allows representing the process of formation PCFT as a dynamic system with reasonable and open internal structure which reflects the unity of its components.

Development of a communicative competence of a child is a crucial task of educational process of preschool institution. The article describes the problem of communicative competence of preschool children. At the preschool age, the main task of the teacher is to educate an all-around intellectually developed and communicatively competent person.

In this article the question connected with the activation of cognitive activity of students. It one of issues of the day on the modern stage of development of pedagogical theory and practice. An author exposes development of activity, independence, initiativeness, creative approach to the thing, these are the requirements of life, qualificatory that direction in that it is necessary to perfect an educational process in a great deal. Searches of ways of development of schoolchildren’s activation of cognitive activity, developing their cognitive flairs and independence is a task that teachers are called to decide. The use of ICТ, that allows to activate thinking, ability to offer the variants of vision of problem, question, themes in the narrow and wide understanding and participating in the discussion are examined in the article. It helps to improve quality education, forms a culture, aesthetic skills of students, develop attention, memory. All this has a practical orientation in different areas and spheres of activity of student. Information technologies, examined in this scientific article as a process of the use of totality of facilities, methods of collection, treatment and communication of data - assists working off at the methods of students of actions, helps forming of processes of self-government of personality, will transform an effectively-practical sphere and carries out the emotionally-semantic going near the study of questions, that discussions, professional orientation.

The article is devoted to investigation of the structure of teachers’ professional competence. Taking into a ccount that competence is based on the relation of interdependent motivations, values, theoretical knowledge, practical skills, the integral characteristics, capacity for reflection, professional and personal qualities, was suggested to identify motivational-evaluative cognitive-practical and self-cognitive-practical and self-reflective components in the structure of the professional competence of teachers of biology

In the article questions of spiritual and moral education of children of younger age and necessity of activization of personality formation of the preschool child in this direction are considered. The author notes the interaction between the preschool institution and familу. Not only the teachers of kindergartens, but parents themselves should remember the importance of developing spirituality. In the spiritual and moral education the primary role is played by the example of relatives, specific facts from the life of family members. Attention is focused on the fact that children should have good examples to follow, because children act in different situations in the same way as the older members of their family do. Emphasizes the importance of arranging life in a family in such a way to fill the needs of both the material and spiritual and moral needs.

The article deals with the problems of psychological and pedagogical support of students, the stages, the reasons for the first course in the period of their adaptation to college education. In the article there are specified the notions of psychological and pedagogical support, basic conditions of using support for successful adaptation of freshmen, there are also given methods on research of problems of students’ adaptation. The article deals with capabilities of taking into account individual psychological characteristics of freshmen in adaption to conditions of higher the college education institution. In the work there are also shown the characteristics of key concepts of freshmen adaptation for receiving professional education from the position of psychological, pedagogical and social support. Thus, the following notions are referred to the social position in freshmen support: obtaining a different status – a student status, relative freedom in choosing training trajectory, extension of communication and group interaction, a neutral position of teachers with respect to students, the educational environment and the comfort of psychological atmosphere for successful adaptation.

The paper considers various approaches to determining the criteria for professional burnout, as well as the specificity of the effect of sex on this process. The article presents the results and confirms the hypothesis that the burnout syndrome manifests itself depending on gender and age.

This article contains material about the features of working with pre-school children with attention deficit and hyperactivity disorder. Psycho-corrective effects will be effective if the psychologist cooperates closely with parents and teachers. The choice of methods for correcting ADHD should be individual in nature, taking into account the degree of manifestation of the main manifestations of the syndrome and the presence of concomitant violations. ADHD correction is possible with a variety of therapies, such as art therapy, neuropsychology, game therapy, music therapy, bibliotherapy, sand therapy. The syndrome of hyperactivity influences, first of all, on the development of the emotional sphere of the child of preschool age, which is expressed in an increased sense of anxiety, the occurrence of a large number of fears and other types of emotional disorders.

The presented work describes the concept of education of the XXI century, which is based on its quality and the leading role in culture and spirituality, education, in the implementation of innovations. It also points to such priorities as self-development and self-education, which are the basis of the modern educational paradigm. Organization of research activities of students is considered as a powerful innovative educational technology.

Changes in the education system have influenced the content of education in primary school. Working with younger students requires teachers to use modern methods. Determining the leading principles of teaching, the priority strategies of learning and the organization of an English lesson is what contributes to the 36 Вестник Инновационного Евразийского университета. 2018. № 1 ISSN 1729-536X effectiveness of teaching. The article is devoted to the analysis of the characteristics of teaching English in elementary school in the context of updated educational content. The authors reviewed the elements of the lesson, methods and techniques of organizing the educational process in primary school, described the factors affecting the effectiveness of training. The authors also tried to uncover a number of problems and give recommendations that arise in connection with the tendency to learn English in primary school.

Annotation. The article considers the types of tasks used in the content language integrated learning (CLIL). The results of a survey of subject teachers about the various types of tasks used in the educational process are presented.

School readiness issues are addressed by educators, psychologists, special education teachers, and physicians. Recently, the law on compulsory school attendance for all children at the age of 6 has been adopted. In this regard, there arises the question whether six-year-old children are ready for school. Will they be able to meet the requirements of school educational program at the proper level, or only by overworking and tiring themselves both physically and psychologically they may adhere to the desired level of education.

In conditions of updating the content of education, the application of the project methodology becomes relevant, as new educational goals aimed at putting theoretical knowledge into practice are gaining importance. Using the project method will allow to update educational and cognitive activities and to activate the student as a subject of this activity. The article discusses the stages of work on the project method and the role of the teacher in the process of organizing the project

The article proposes a solution to the problem of goal-setting from the standpoint of activity and competency-based approaches. Concrete formulations of the goals and objectives of the academic disciplines "Methodology of Teaching Natural Sciences" and the school course "Natural Sciences" are given. The choice of these disciplines to illustrate examples of the formulation of the learning goal is determined by their specificity. Since in the course of “Natural Sciences”, students should learn the initial concepts of natural sciences (biology, geography, ecology, human physiology, history of society, etc.), the proposed examples of the wording of the goals and objectives of science lessons will help, according to the authors, teachers and other specialists in the field of education to formulate, by analogy, the goals of disciplines from other areas of science. The specificity of the school course "Natural Sciences" determines the specifics of the theory and technology of teaching this discipline. The wordings of the goals and objectives of the course “Methods of Teaching Natural Sciences” proposed by the authors are developed in accordance with the goals and objectives of the school discipline “Natural Sciences” in compliance with the logic of presentation, a sufficient degree of validity and convincing conclusions, as well as taking into account the specifics of the subject and the didactic principle of continuity.

The article discusses the questions of formative assessment of secondary school students and the problems that arise when using it. The analysis of homework in English of 7th grade students has been made. The result of the study was the recommendations developed for school teachers in the field of assessment tools, organization and feedback, etc.

Various methods and approaches in teaching foreign languages are gaining popularity in the modern world of globalization and integration. The integration of the education system caused by the acceleration of the process of mastering foreign languages and increasing its quality, in this regard, this article discusses the latest world teaching methods in order to implement them in the educational system of educational institutions. In particular, in the modern educational environment, the approach based on the idea of integrating subject and language learning in the process of professional training of future specialists (Content and Language Integrated Learning) is of particular importance, which contributes to the formation of professionally-oriented competence in a foreign language. In this regard, the article presents the methodology for activating the knowledge and skills of students in lectures, practical training and during independent work of students on the example of the discipline “Economics and entrepreneurship in industry” for students of non-linguistic directions of training in accordance with the methodology of content and language integrated learning (CLIL). The methods of applying the “Language input theory”, “Second language acquisition” theory, “Interaction theory” in lectures, practical training and during independent work of students in the discipline “Economics and entrepreneurship in industry” are also proposed. A practical algorithm of the course of the lesson (on the example of lectures) in accordance with the CLIL methodology according to the specifics of the discipline is presented. The methodology of evaluating students’ knowledge in accordance with the credit technology of training is presented. In the article, special attention is paid to the auxiliary role of the teacher in helping students master the materials of the discipline, which is reduced as the student acquires basic professional knowledge and skills. This emphasizes the auxiliary role of the teacher at the first stages of training (acquaintance, introduction, training, including independent analysis and evaluation of data while learning a foreign language), followed by independent training of students

Gennady Beshkarevis a poet, novelist, publicist, memoirist who lived in Pavlodar for some time in the 30s of the last century. Among other things, in his creative heritage there are memoirs of artistic and historical interest "Pavlodarskiyebyli". In this work, in an artistic and journalistic form, social and everyday pictures are vividly conveyed, which significantly enrich our knowledge about pre-war Pavlodar. "Pavlodarskiyebyli" is especially valuable because earlier the 30s of the 20th century were considered as a kind of "white spot" in the Russian literature of the region. On charges of anti-Soviet activities, G. A. Beshkarev was sentenced to serve a five-year term in Siberian camps, and his work, which remained unpublished for a long time, only finds its readers in our time. The works of G.A. Beshkarev are included in the "Pavlodar literary"anthology on the study of Russian writers in Kazakhstan. In this regard, it is important to restore the portrait of the author's personality, and today the memories of his contemporaries, their written and oral evidencecan only help. This article is an attempt to systematize and analyze the data obtained as a result of the interview and can serve as a material for creating a biography of the writer. Conversations with the author's relatives, conducted in the fall of 2017 in Almaty by the author of the article, reveal the writer's personality traits, his attitude to various aspects of life: to the era, people, and creativity. In the memoirs of family members, Beshkarev appears as a person of rare directness and steadfastness, irreconcilable with the injustices of his time, as a person physically resistant, endowed with endurance. In the memory of friends, he is captured as a talented speaker, sometimes angry with the language, as clockwork, indefatigable, deeply artistic person of rare charm, who was able to impress colleagues, women, and students, as well as a teacher who is ready to selflessly and enthusiastically help students overcome difficulties.

The pandemic has given a new impetus to the digitalization of society. Digitalization is one of the most significant trends in our real life, which is actively implemented in the field of education and is rapidly gaining ground in Kyrgyzstan. This article examines the positive and negative aspects of the modern educational environment focused on the systematic use of digital learning technologies. Modern technologies are developing at a great speed. The authors are sure that the process of transition of modern education and in particular the school curriculum to an electronic format is inevitable. This determines the relevance of the topic under consideration. The author determined that when the idea of digitalization comes to life, not only the education system will change, but also its meaning and purpose. A new one has already grown digital generation; new digital technologies have emerged, digital technology has been born economy, educational technologies have changed – digitalization has begun education. How not to confuse digitization and digitalization? What legislation what is the basis for digitalization of education supported by? What are the pros and cons of the digitalization of education? The prospects, pros and cons of digitalization of education are presented in this article. The article discusses the main advantages and disadvantages of digital education. It is concluded that the digitalization of education is a necessary and inevitable step that characterizes the modern social reality, so it is necessary to carefully study all the pros and cons in order to avoid serious problems in the future. Digitalization implies independent study of the material. It will be possible to evaluate all the pros and cons of such a system and its consequences decades later. When the time comes, the entire structure of education will change.

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships. Keywords: technologies, competencies, multicultural, multilingual, English, modern education.

This article discusses the issue of studying the research activities of teachers. The research activity of a teacher is one of the forms of professional self-realization of a teacher. At this time, schools need teachers of a new formation, in particular researchers who could master the methods of organizing and conducting experimental work in the school. And of course, there is a problem brewing here: how, in modern conditions, when the education system is constantly being reformed, it is possible to develop the professional self-realization of a teacher. The introduction of innovations in the educational process of the school also increases the requirements for the professionalism of the teacher. These requirements include the performance of research activities by schoolteachers. which, unfortunately, causes them some difficulties. One of them may be the lack of sufficient knowledge about research activities, in particular, the lack of necessary research skills and motivation. Therefore, we say that in order for a teacher to systematically engage in research activities, he needs motivation. However, as practice shows, motivation alone is not enough, the teacher must also possess research skills, methods of organizing research activities. In their professional activities, the teacher should understand that research is a way to self-realization. Research activities play a key role in the implementation of the topic of teacher self-education. In addition, the research activity of a modern schoolteacher is the main element of professional activity, the leading criterion of pedagogical creativity, a source of growth of teaching status, an indicator of responsibility, abilities and talent, a condition for the development, socialization and selfdetermination of students. The success of innovative transformations at school depends only on the teacher, his initiative, desire to engage in research and creativity. If the school lives in a development mode, then it is characterized by research, experimental work, and creative search. It is in the course of experimental and research activities that new experience is created, and optimal solutions to complex problems are born. The material presented in the article can be used by teachers of secondary schools when developing the topic of selfeducation and drawing up a teacher's portfolio.

This article reveals the essence of teaching the disciplines of the natural science cycle in English in high school. When preparing for the lesson, there is a need for careful selection of educational material, the teacher thinks out a specific algorithm for working with the text in a foreign language using subject terminology, while not forgetting the basic grammatical and syntactic models characteristic of the English language. In such a language environment, foreign speakers actively acquire solid knowledge, eliminating language difficulties in professionally-oriented lessons. Given this problem, we decided to create a methodological guide for teachers, which will contain tasks for formative assessment in physics lessons in English. Its lexical and grammatical material meets the requirements for mastering the English language (B1) in educational and cognitive activities. The presented progress tests also meet all the requirements of the corresponding stage of training of non-native speakers and help to consolidate the skills of professionally oriented communication. The purpose is to reveal some principles that should be taken into account when preparing assignments for physics lessons in English, as well as to provide a methodological guide for teachers. This article shows several principles that are most effective when conducting lessons. All the data of the article was confirmed by a computer survey of students, the answers were analyzed and collected for publication. Given the results we have presented, secondary school teachers can improve the quality of the material provided, as well as spend less time preparing for lessons. Physics is one of the fundamental sciences that can combine both the subject content and the language component. Here we present various methods of subject-language integration to improve communication skills. Thus, the preparation and conduct of physics lessons in English requires a strict and careful selection of educational material and takes into account the educational profile of secondary school students.

Main problem: Today, the opinion about inclusion as the most progressive (in comparison with integration) approach is being strengthened among the society, which allows any child, regardless of the type and severity of the disorder, to learn with their normatively developing peers. The introduction of inclusive approaches into school practice can be called one of the top priorities of the state educational policy of the Republic of Kazakhstan. Inclusive education will help to resolve the contradiction between the legally guaranteed rights of children with disabilities to equal access to quality education and the de facto inequality in its implementation. Inclusion must be systematic and focused, not spontaneous. Therefore, it is optimal to teach a child with disabilities within the framework of the system of continuous general education. The creation and effective functioning of this system is impossible without a trained teacher, who is a key figure in the implementation of inclusive education. Purpose: Substantiation and disclosure of the contradiction between the guaranteed right of children with IAD and equal access to quality education for the socialization of children with special educational needs in inclusive education. Methods: in the course of the research, descriptive, systematization and analytical methods were used in the application of theoretical concepts, government programs, and legislative acts in inclusive education. Results and their importance: The implementation of the research goal is facilitated by the use of an alternative to the classroom-based organization of the educational process for the progressive development of children with IAD, which allows them to study harmoniously, regardless of the type and severity of the violation, together with their normatively developing peers. The given pedagogical observation is the obtained practical result of this study. The development of the system of class-based organization of the educational process for children with IAD in educational institutions is aimed at forming an effective system for ensuring the comprehensive development of inclusive education.

The article compares modern and traditional pedagogical methods used in the process of teaching a foreign language in primary school, differentiates both the advantages and disadvantages of each of them, and indicates ways to supplement the shortcomings of traditional methods with new methods. Currently, the main methods used in teaching a foreign language are being considered. Among the new innovative methods that have recently appeared in the sphere of teaching foreign languages there are community language learning / counseling learning, the sugestopedic method, total physical response, the method of language teaching using information and communication technologies, consciousness-raising approach, task based learning, neuro- linguistic programming, guided discovery, the test-teach-test method. Their influence on the development of language competencies and creative abilities of primary school students are considered. The authors note that the main and most important condition of modern methodology in the process of teaching foreign languages is the creation of an artificial foreign language environment, i.e. the creation of a natural linguistic environment. The authors comment on the concept of "electronic linguistic environment" based on recent research. They show that "digital" children are completely immersed in the computer world, i.e. they live in an electronic linguistic environment and this allows them to solve the tasks of teaching a foreign language. The purpose of the article is to analyze traditional and modern educational methods used in modern English lessons. Activation of the student as the main figure of the educational process, the ability to work in close contact with other students, giving the student the opportunity to work independently, depending on their physiological, intellectual, psychological characteristics, is carried out using individual, paired, group, classroom and other forms of work. Both traditional methods and the latest modern methods are listed among the named teaching methods. Each method has its own characteristics. Therefore, it is very important to consider them in a comparative plan. Each old and new method has its advantages and disadvantages. Therefore, the methodology of teaching English always requires additions and improvements. They are of great importance for expanding the horizons of students, increasing cognitive activity, improving knowledge, skills and language competencies. The authors used the following methods: the descriptive methods, methods of systematization, analysis, interpretation were used in the course of the study. Тhe authors of the article note that methods of teaching a foreign language are of great importance for the comprehensive development of primary school students, obtaining high-quality education, good command of English, achieving good vital indicators, conclude that every teacher should be able to use best practices, developing their creative research and effectively teaching modern English. The results of learning through new methods, such as differentiated learning, project-based learning, communicative learning, information and communication training, etc., providing the formation of personality, its language competencies, will undoubtedly contribute to the independent development of the child, the formation of his language competence, the development of cognitive, creative abilities of students.

Globalization is an integral part of our life. Therefore, today the relevance of learning foreign languages, in particular English, is beyond doubt, as interest in foreign culture, education, travel, life and work abroad increases. It is known that English is the most widespread international means of communication (including information technology and web space), for most of the population it is the native or state language. This is due to historical, political and geographical prerequisites, as well as socio-economic and cultural development. Proficiency in English opens up great prospects for those who know, but not every person chooses a linguistic direction of study when entering a higher educational institution. Mastering English is a laborious process. In universities of non-linguistic areas, one of the main problems for students is the so-called language anxiety and psychological barriers, especially for those students for whom English is not a core subject or direction of future activity. Overcoming language anxiety and psychological barriers continues to be an urgent issue in pedagogical psychology and the educational process of higher educational institutions. Therefore, the task of the teacher is to create such conditions in his classes so that the student has a desire to learn, develop himself and improve himself. It is necessary to form motivation for conversational skills through psychologically thought-out techniques and methods. The task of the teacher is to direct the student from a conniving and indifferent attitude to study to a conscious and positive attitude. To implement the above, the teacher needs to form the old motives and stimulate new, positive ones. The encouragement of positive manifestations of emotions should be supported, stimulated and helped to realize these emotions by the teacher in the educational process. For example, simple tasks, but at the same time fascinating, the manifestation of sincere emotions in the classroom by the teacher himself and his personal examples inspire students to pronounce their state of mind and experiences. Encouraging and highlighting the activity of students also helps to increase the motivation of learning, especially if they have creative ideas that differ from other fellow students. The purpose of the article is to describe the methods of teaching conversational skills, their advantages and disadvantages and to consider in detail the overcoming of language barriers when learning a foreign language. The methodological basis of the research was the works of such authors as: H.F. Makaev, O.S. Zorkina, V.P. Ipatova, L.V. Barinkova, E.V. Zarubina, E.I. Kaputskaya, E.I. Passov, E.G. Asimov, A.N. Shchukin and others. Critical analysis of scientific and methodological literature on the problem, study and generalization of positive experience of teachers; collection of empirical information, experiment, quantitative and qualitative data analysis. The results of the study can be used in the process of developing practical recommendations for psychological work with students in order to increase their motivation to learn a foreign language. In addition, these results can be used by teachers to correct and improve the effectiveness of the educational process.

Based on the psychological aspect of the concept of "qualification", the article analyzes the main directions of the formation of methodological qualifications of future teachers of mathematics and advanced training in pedagogical universities. It is possible to achieve high-quality teaching of geometric subjects in higher educational institutions by using methodological and meaningful methods in organizing the educational process. The creation of a certain structure of the educational process, the definition of teaching methods and means, the careful selection of subject content were determined by the specific principles of pedagogy. Basically, these principles are the real achievements of modern pedagogy and are constantly changing. The existing system of didactic principles can be gradually changed and expanded The purpose is to choose the main didactic principles and to offer a scientific-methodological basis for improving the methodological preparation of future mathematics teachers in the Pedagogical University for solving and teaching geometrical problems. In this regard, interviews, questionnaires, analysis of the curriculum and its content, as well as discussions with experienced teachers and methodologists in teaching geometry were conducted; pedagogical control and diagnostics of the educational process were carried out. In order to test the effectiveness of the methods proposed by us, pedagogical experiments were carried out. The entire system of training future teachers of mathematics faces new challenges related to the implementation of effective didactic principles for teaching geometry in pedagogical universities. First of all, it is the principle of mastering innovative teaching methods of the future teacher of mathematics and the principle of mastering new pedagogical and information technologies of education. The results of the study can be used as a methodological basis for further research on the professional orientation of teaching mathematics in universities.

In this article, the need to improve professional communication defines the tasks of improving the psychological and pedagogical qualifications of teachers of primary, secondary and higher education, their professional competence as an increase in interaction in the field of modern achievements in pedagogy, psychology, acmeology. In this regard, it is said about the more efficient use of modern private resources to build effective strategies for professional communication of teachers. The idea is revealed that acmeological design is used for individual work related to the strategy of life, the improvement of professional behavior or communication. It is proved that communication helps to plan and organize joint work; the goals of communication expand to gaining knowledge about the world, training and education, coordinating actions in joint activities, establishing personal and business relationships.

Education, as known, is the foundation on which a strong and healthy government is built and maintained. In elementary school, the foundation of the system of knowledge is laid, which is replenished during all educational activities. At the same time, many younger students poorly learn the program material, which leads to failure in subsequent studies. There are also students who, receiving satisfactory grades, could study better. Therefore, difficulties that appear in children in primary classes prevent them from mastering the compulsory school curriculum. The important task of the teacher is to provide timely help to avoid difficulties in education. For this, it is necessary to know their causes in the educational activity, the ability of the teacher to establish which of them are effective in a specific case with the help of diagnostics, to be able to eliminate them in time or correct the consequences. Thus, timely corrective work aimed at improving the performance of younger schoolchildren is necessary.Today, the organization of correctional work to improve the performance of younger schoolchildren is one of the most pressing problems of modern schools. The study of the features of correctional work aimed at improving the performance of younger schoolchildren will contribute to increasing the efficiency of the educational process. Purpose of the article is increasing the effectiveness of correctional work of underachieving students in primary classes. Descriptive method, methods of systematization, analysis and interpretation, synthesis were used during the research. The problem of school failure is very complex, its research involves many different approaches, but all of them are grouped around two main aspects of the problem: how the teacher teaches, how the student learns and how their development is carried out. Recommendations on the construction of correctional work taking into account its features in primary school will help to increase the efficiency of the educational process and reduce the level of failure in the primary level of secondary general education school.

Main problem: humane pedagogical thinking seeks to embrace the immensity, and this is the strength of educational systems and processes born in its bowels. To actualize the value of self-disclosure of students’ innovative abilities with the accompanying, providing role of a teacher, it is necessary to recognize a one’s intellectual reflective mechanism as the main subject of education. Developed reflexive abilities are a logical condition for a person to independently overcome all sorts of difficulties in life and activity. Purpose: understanding and formalization of the “golden principles” of socio-natural thinking and activity of a human as a biological organism. Methods: the method of ascending from the abstract to the concrete, the method of transforming specific images of objects based on their abstract essence, the speculative language of schematic representation of a thought. Results and their significance: considering a high dynamics of technological changes in the world of activity, we accept the reflective ability for self-education as the main means to independently discover certain professional abilities necessary in life. This means that, first of all, students must learn how to learn, i.e. learn to think independently, critically perceive and transform the received information into knowledge, pose their own questions, offer a range of answers, logically formulate and coordinate different points of view, build knowledge together with others. Innovative methods and models of pedagogical activity encourage students’ innovative abilities which cause innovative and technological development of a country.

The ideas of accelerated disclosure of the spiritual, intellectual and professional potential of a person have always been occupied by scientists and teachers (Ya.A. Komensky, K.D. Ushinsky, V.A. Sukhomlinsky, Ya. Korchak, A.S. Makarenko, A. Kunanbayev, Y. Altynsarin and others). Modern innovative teachers are guided by a personality-oriented approach, the ideas of subject-subject relations, and generational cooperation. Georgian teacher Sh. A. Amonashvili wrote: «humanitarian pedagogy perceives the child by his nature. He sees the infinity of the child, understands his cosmic quality and prepares him for the service of humanity throughout his life. It establishes the personality of the child through the determination of his will and builds pedagogical systems, the procedural of which predetermines love, optimism and high spiritual morality. Humanitarian pedagogical thinking seeks to take on something enormous, and this is the power of educational systems and processes that have arisen in its bowels». In order to realize the value of self-disclosure of innovative abilities of students, ensuring the role of a teacher, it is necessary to recognize the intellectual reflexive mechanism of a person as the main subject of Education. The purpose of the article is to identify innovative methods and models of pedagogical activity for the cultivation of innovative abilities of students, which determine the development of the country. The study used methods such as analysis, generalization, synthesis, modeling of scientific sources.

The topic of learning foreign languages is still urgent; moreover, it is getting more and more significant for a thriving number of teachers, methodologists and philologists. The main issue of these researches is that the results will provide the learners with the most effective and useful strategies and ways for acquiring a foreign language. The article gives the definition of the term interference and identifies its role in foreign languages learning. The key methods used in our article are analysis, synthesis, and comparative analysis. It studies constructive and destructive impact of interference in learning two foreign languages: English and German. There are the examples demonstrating positive and negative effects of one language on the other at the different language levels. The result of the research has both theoretical and practical value as it can be used to make up and implement the programs for learning foreign languages as well as to use them in practical classes.

Discovering the intellectual and professional abilities of special children, first of all, depends on the language environment created by teachers. In this regard, the task is to create an effective pedagogical paradigm of thinking and activity (concepts, categories, concepts), ensuring its constant updating. Purpose of the research is revealing the intellectual and professional abilities of special children. The main research methods are ascending from the abstract to the concrete, descending from the concrete to the abstract, from the concrete to the abstract and again to the concrete, from the abstract to the concrete and again to the abstract and method of working with text. Between 80 and 85 % of incoming information is perceived by the human visual organs, and our brain performs several functions. The main function is speculation, i.e. in understanding the essence, knowledge embedded in information. For example, a person can observe a rainbow, without understanding or knowing its nature. Only speculatively can he cognize the essence, i.e. a certain law, a scheme for the origin of this unusual phenomenon. Thus, knowledge is a product of a person’s own thinking, extracted from information.

Main problem: the issue of self-actualisation of schoolchildren is one of the most urgent problems of pedagogical science, aimed at investigating and comprehending the contradictory processes of development, training and education of schoolchildren’s personality in modern socio-cultural conditions. Thus, one of the tasks of the secondary school and the teacher is to create optimal conditions for the development of adolescents’ personality abilities for self-realisation. Purpose: is to reveal the optimal pedagogical conditions that promote the process of development of teenagers’ personality abilities to self-realization. Methods: the task of the research cintains the study and experimental verification of a certain set of conditions which contribute to the self-realisation of students in the process of fine arts lessons at a comprehensive school. Results and their significance: organizational forms of conducting classes for the formation of abilities to creative self-actualisation are defined. It is shown that the most important pedagogical conditions for the self-realization of the teenagers’ personality are the combination of individual and collective organization of learning at the fine arts lessons and the wide use of the problem-based method of teaching.

The main problem is that the study of research competence does not lose its relevance nowadays, but on the contrary, requires special attention of teachers of secondary schools. The main subject of the study is teaching students research skills to the most effective methods of mastering key competencies. Objective: the role of research competence in the learning process of students. Methods: analysis, synthesis and comparative analysis are the main research methods. Results and their significance: as a result, the concept of "research competence" was studied. Various views on this idea are considered. In the last ten years, the program of socio-economic development of Kazakhstan has determined the main directions of the development of the system of education of students. The research has both theoretical and practical significance, since its results can be used in the development of programs and methods for the development of research competence in biology lessons.

The main problem: the current directions of its development are determined in the article by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodical works on the training of specialists for the development of the cognitive activity of teenagers. Currently, it is shown that the training of specialists in the development of cognitive activity of teenagers is a pedagogical and psychological problem. Purpose: to clarify the theory and propose a technology for the training of pedagogical and psychological specialists for the development of the cognitive activity of adolescents. Methods: When conducting the research, it was important to take into account statistical data that were sufficiently understandable and reliable. Therefore, in the framework of our research, we used the methodology of B. E. Milman, survey, method of expert evaluation, conversation, questionnaire, interview, series of tests, which include observation and open questions. The results and their significance: according to the results, the methodological predominance of the average level of social intelligence allowed students to see the following signs: the social significance of professional behavior, actions, relationships, full mastery of theoretical knowledge. During the course, we believe that the existence of a reflexive culture, which is evidenced by the improvement of communication in everyday life, in turn, is very valuable. Development of thinking, training and education of future teachers-psychologists, preparation for creative activity depend on methodological competence, qualifications and training of the teacher in the organization of research activities. Self-learning needs and skills do not arise by themselves. Such qualities begin to be formed in the process of organizing educational activities during the joint work of teachers and students in and out of class, even during school. In accordance with the tasks of the professional training of the future pedagogue-psychologist, active methods of training - problem-based lectures, seminars, debates and discussions, professional-oriented special courses, course and diploma works, scientific studies of school pedagogy and didactics, educational events such as scientifically organized forms of continuous pedagogical practice. As a result of mastering pedagogical activity, professional motivation of future pedagogical-psychological specialists is formed, understanding of goals and tasks, subject, psychological-pedagogical and didactic-methodical knowledge is developed, as well as relevant skills and abilities necessary for the development of cognitive activity of teenagers.

The main problem: Today, the introduction of inclusive education is becoming one of the priorities of the state policy of the Republic of Kazakhstan in the system of modern education. In accordance with the law on Education, equal access to quality education for citizens is guaranteed, taking into account their intellectual development, psychophysiological and individual characteristics. The article is devoted to the analysis of the development of inclusive education. The author considers the problems on the way to the introduction of inclusive education, provides an analysis of the experience of conducting an IT school within the framework of inclusive education. An attempt has been made to identify the factors contributing to the successful implementation of inclusive education methods in the modern educational space. Objective: To consider the issues of the development of inclusive education in the Republic of Kazakhstan. To present the methodology of teaching children with special educational needs, to suggest possible ways to solve problems on the way of introducing inclusive education into the domestic education system. Methods: The methods of analysis, synthesis and deduction were used in the article. Results and their significance: Based on the results of the work carried out aimed at identifying the main problems hindering the process of implementing inclusive education, as well as based on the results of the analysis and the identified main aspects in the cognitive activity of children with hearing and speech disorders, the author of the article proposes a methodology for teaching children multimedia technologies. In addition, the author clearly substantiates the need to prepare a teacher for the use of inclusive education methods, due to the lack of willingness of some teachers to teach in a class (group) in which people with disabilities study, fearing to get into a situation of psychological and professional discomfort.